Search Results for “cultural diversity” – McPherson College Catalogs

General Education Purpose Statement

At the root of a liberal arts education is a group of courses that are usually referenced as general education requirements. To define this group of courses at McPherson College the faculty first identified qualities that would demonstrate the “ideal McPherson College graduate.” McPherson College’s general education program provides an opportunity for the development of a life-long learner who…

Speaks and writes clearly and effectively;
Acquires and evaluates information;
Understands and is able to use mathematical properties, processes, and symbols;
Understands religion and spiritual traditions as a quest for human identity and has examined his/her own beliefs;
Understands the concept of holistic health and is conscious of his/her physical, emotional and spiritual well-being;
Understands the cultural diversity of our global community;
Assesses value conflicts in issues and makes informed ethical decisions;
Understands the role of service and peace-making in the historical context of McPherson College and the Church of the Brethren;
Integrates knowledge and experience with exploration and choice of career;
Appreciates the arts and literature and is able to make informed aesthetic responses;
Understands his/her relationship to the physical and biological world and the methods of science;
Understands the economics, social, and historical contexts of society;
Thinks critically and creatively;
Demonstrates the appropriate use of technology within his/her academic discipline.

To this end, all students at McPherson College are expected to complete a common set of general education requirements, defined in terms of foundations, seminars, and distribution courses. Students must complete all the general education requirements as outlined below in order to graduate.

2023|08 General Education, Catalog 23-24|

Master of Education Degree

The graduate level courses offered by the Curriculum and Instruction Department prepare candidates to grow professionally as service-oriented educators. Choose any of the following options: an ESOL licensure only, SPED licensure only or combine those programs with the core graduate courses in education to earn the M.Ed.

These three programs (ESOL licensure, SPED licensure, and the core) are provided by the Department of Curriculum and Instruction and, like the undergraduate Teacher Education Program, are governed by the Teacher Education Board.

Teacher Education Program

The Teacher Education Program at McPherson College is accredited by the Kansas State Department of Education (900 SW Jackson Street, Topeka, Kansas 66612); and by the National Council for the Accreditation of Teacher Education (NCATE), www.ncate.org (now known as Council for the Accreditation of Education Preparation (CAEP), www.caepnet.org). This accreditation covers the Teacher Education Program at McPherson College; however, the accreditation does not include individual education courses that the institution offers to P-12 educators for professional development, re-licensure, or other purposes.

Mission Statement

The mission of the Teacher Education Program of McPherson College is to develop service-oriented educators who effectively blend the art and science of teaching.

Goals, Objectives, and Dispositions

Goal I: The candidate has the knowledge bases necessary to be an effective teacher in her/his field.

To accomplish this goal, the service-oriented educator will:

Objectives:

Acquire a broad liberal arts knowledge base.
Demonstrate proficiency in his/her major area of licensure.
Acquire effective strategies of teaching in all appropriate content areas and for all learners.
Recognize how students learn and develop.

Disposition: Appreciate the connections between various areas of knowledge and commit to continuous learning.

Goal II: The candidate can apply effective teaching strategies to meet the needs of all learners.

To accomplish this goal, the service-oriented educator will:

Objectives:

Use appropriate best practices for specific content areas and for diverse learners.
Reflect upon his/her teaching and analyze the practices.
Demonstrate understanding and use of formative and summative assessments and make modifications based on them.
Provide motivational techniques based on students’ developmental and environmental needs.

Disposition: Value and respect students’ varied talents and abilities and project enthusiasm for teaching all learners.

Goal III: The candidate fosters relationships and collaborates with school constituencies. To accomplish this goal, the service-oriented educator will:

Objectives:

Communicate effectively in both written and oral formats and through the use of technology
Solicit input from students, parents, colleagues, and the greater community.
Act on information received from stakeholders.

Disposition: Value the many ways in which people seek to communicate and encourage various modes of communication.

In addition to meeting the Goals, Objectives, and Dispositions of The Teacher Education Program, the graduate-level program must also meet the additional graduate-level Student Learning Outcomes:

Demonstrate graduate-level problems solving and analytical skills.
(Re)Establish a personal philosophy of education.
Develop graduate-level action research and writing skills.
Develop an understanding of current research, best practices, and new approaches to teaching and/or learning.

Graduate Admission Procedures

Procedures for admittance into the Teacher Education Program and Student Teaching are outlined in detail in the Advisor/Advisee Handbook and/or the Policies and Procedure Manual. These handbooks are available in the Department of Curriculum and Instruction. College advisors also have copies of these handbooks. The handbook is also available online. Students should read the handbook or consult their advisors for a detailed account of admission requirements and procedures.

Graduate Admission Requirements and Process

Required of all applicants:

Application (no fee required)
Proof of bachelor’s degree in the form of an official transcript from an accredited institution indicating the date the degree was awarded
GPA of 3.0

Required for those seeking M.Ed. degree:

Essay stating professional goals (approximately 300 words)
Two letters of recommendation

All materials are reviewed by a subcommittee of the Teacher Education Board. The subcommittee’s recommendation is forwarded to Teacher Education Board for final approval.

Conditional Admission

Candidates not meeting the GPA requirement identified above may be admitted to the program on a conditional status assuming there is reasonable evidence of candidate success. Conditionally admitted candidates must earn a minimum GPA of 3.0 in their first six hours in order to remain in the program.

Licensure Requirements

The Kansas State Department of Education (KSDE) is the licensing authority in Kansas. According to Kansas regulations, the ESOL and SPED endorsements are considered added endorsements and require a teacher to already hold a license in another endorsement area prior to obtaining these endorsements.

Those teachers choosing to add the ESOL endorsement must pass Praxis licensure exam 5361 with a minimum score of 138.

As a general rule, the ESOL endorsement will be added at the level (k-6, 6-12, or pk-12) at which the regular license is held. It is possible, in some cases, to add the endorsement at another level. Please consult the licensure officer (Dr. Kirchner) for details.

It is possible to seek the licensure-only option for the ESOL endorsement for candidates who do not desire the graduate courses or who already hold a master’s degree.

A provisional license is available for candidates who have been hired to teach ESOL classes while simultaneously completing the licensure coursework. A provisional license is good for two years and may be renewed once with proof of successful completion of coursework. In order to obtain the provisional license a candidate must 1) already hold a valid teaching license, 2) have completed at least 50 percent of the ESOL program, 3) complete a plan of study, and 4) show proof of employment in the area.

Those students seeking the SPED endorsement must complete the special education content area test, Praxis II. Students will complete the 5543 Special Education Core Knowledge and Mild to Moderate Applications test with a minimum score of 155.

It is possible to seek the licensure-only option for the SPED endorsement for candidates who do not desire the graduate courses or who already hold a master’s degree.

Licensure in Kansas

In the state of Kansas, teaching is considered to be a profession. Therefore, the Kansas State Department of Education has a Professional Practices Commission to exercise disciplinary and advisory functions over those requesting licensure or working as a certified professional. Teacher licensure can be denied, suspended, or revoked for both felony and non-felony actions.

McPherson College is in compliance with the federal Title II reporting guidelines.

Student Responsibility

Students are ultimately responsible for following procedures and proper sequencing of events leading to professional development and licensure. It is important for students who plan to enter the Teacher Education Program at McPherson College to contact the chair of the program and/or the appropriate advisor.

ESOL Licensure Program

The ESOL Graduate Licensure Program will prepare you for KSDE ESOL endorsement at the k-6, 6-12, or pk-12 levels. This 15 credit hour program is geared to educators wishing to work with culturally and linguistically diverse students, but will also enhance the teaching skills for those in the regular classroom.

The ESOL licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone program. Although most candidates taking courses will be licensed teachers, the ESOL graduate certificate has open enrollment for anyone wishing to learn more about this field, such as those working with adult English language learners.

Required courses: (all courses are 3 credit hours)

1. - CI 628 Methods for Teaching ESOL
  - CI 638 Language Assessment
  - CI 648 Applied Linguistics
  - CI 658 Cultural Diversity
  - CI 668 Practicum

To receive the KSDE ESOL endorsement, candidates must be already hold an active Kansas teaching license and pass the English to Speakers of Other Languages Praxis exam 5361 with a minimum score of 138. See more information under Licensure Requirements.

SPED Licensure Program

The SPED Licensure Program will prepare you for KSDE high-incidence (formerly adaptive) Special Education endorsement at the k-6, pk-12, or 6-12 levels. This program is designed for educators wishing to work with students who have mild to moderate intellectual disabilities, emotional disturbances, high functioning autism spectrum disorders, ADD/ADHD, and learning disabilities, but will also enhance the skills of those who chose to remain in the regular classroom.

The SPED licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone licensure program.

Required courses for k-6

1. - CI 610 Foundations for Special Education Services (4 credit hours)
    CI 615 General Methods for Special Education Services (4 credit hours)
  - SE 731 or SE 733 k-6 Clinical Experience or Internship (Fall, Spring)

Required courses for 6-12

1. - SE 661 and SE 671 6-12 Methods and Field Experience (Fall, Spring)
  - SE 771 or SE 773 6-12 Clinical Experience or Internship (Fall, Spring)

Required courses for pk-12

1. - SE 641 and SE 651 pk-3 Methods and Field Experience (Fall, Spring)
  - SE 681 and SE 691 4-12 Methods and Field Experience (Fall, Spring)
  - SE 751 or SE 753 pk-12 Clinical Experience or Internship (Fall, Spring)

This program is designed to be completed in two academic years, including one summer.

To receive the KSDE High-Incidence SPED endorsement, candidates must already hold an active Kansas teaching license and pass the Special Education: Core Knowledge and Mild to Moderate Applications Praxis exam 5543 with a minimum score of 155. See more information under Licensure Requirements.

Graduate Courses

The core graduate courses are designed around a project-based model in which students identify an area of interest, explore possibilities for change, implement the change, and report the results. Students focus on a perceived problem in their local environment or experiment with a new teaching technique. The courses are sequenced to walk students step-by-step through the project while simultaneously providing the theoretical and practical knowledge needed to make wise decisions.

A sub-thread running through the courses is that of the teacher as leader. Activities built into the courses will help students gain confidence to become better advocates for their students, colleagues, and district.

Required courses: (all courses are 3 credit hours)

1. - CI 615 Foundations in Education (Fall)
  - CI 620 Fundamentals of Action Research (Spring)
  - CI 625 Curriculum and Instruction (Summer)
  - CI 640 Teacher as Leader (Fall)
  - CI 675 Master’s Research Project and Capstone Experience (Spring)

The 15 credit hours of core courses along with the 15 credit hours in the ESOL graduate licensureprogram comprise the needed courses for the M.Ed.

2023|04 Degree Programs, Catalog 23-24|

Graduate Program and Courses in Education

The graduate level courses offered by the Curriculum and Instruction Department prepare candidates to grow professionally as service-oriented educators. Choose any of the following options: ESOL licensure only, SPED licensure only, or combine one of those programs with the core graduate courses in education to earn the M.Ed.

These three programs (ESOL licensure, SPED licensure, and the core) are provided by the Department of Curriculum and Instruction and, like the undergraduate Teacher Education Program, are governed by the Teacher Education Board.

Teacher Education Program

The Teacher Education Program at McPherson College is accredited by the Kansas State Department of Education (900 SW Jackson Street, Topeka, Kansas 66612); and by the National Council for the Accreditation of Teacher Education (NCATE), www.ncate.org (now known as Council for the Accreditation of Educator Preparation (CAEP), www.caepnet.org). This accreditation covers the Teacher Education Program at McPherson College; however, the accreditation does not include individual education courses that the institution offers to P-12 educators for professional development, relicensure, or other purposes.

Licensure Disclosure

McPherson College prepares future teachers for licensure in the state of Kansas. The program requirements may not meet licensure requirements for other states. Students planning to seek teacher licensure outside of Kansas are strongly encouraged to meet with the McPherson College Licensure Officer to discuss future plans. McPherson College Teacher Education Program has not made a determination as to whether our program’s curriculum meets the state’s educational requirements for the following states: Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, and Wyoming.

Mission Statement

The mission of the Teacher Education Program of McPherson College is to develop service-oriented educators who effectively blend the art and science of teaching.

Goals, Objectives, and Dispositions

Goal I: The candidate has the knowledge bases necessary to be an effective teacher in her/his field.

To accomplish this goal, the service-oriented educator will:

Objectives:

Acquire a broad liberal arts knowledge base.
Demonstrate proficiency in his/her major area of licensure.
Acquire effective strategies of teaching in all appropriate content areas and for all learners.
Recognize how students learn and develop.

Disposition: Appreciate the connections among various areas of knowledge and commit to continuous learning.

Goal II: The candidate can apply effective teaching strategies to meet the needs of all learners.

To accomplish this goal, the service-oriented educator will:

Objectives:

Use appropriate best practices for specific content areas and for diverse learners.
Reflect upon his/her teaching and analyze the practices.
Demonstrate understanding and use of formative and summative assessments and make modifications based on them.
Provide motivational techniques based on students’ developmental and environmental needs.

Disposition: Value and respect students’ varied talents and abilities and project enthusiasm for teaching all learners.

Goal III: The candidate fosters relationships and collaborates with school constituencies. To accomplish this goal, the service-oriented educator will:

Objectives:

Communicate effectively in both written and oral formats and through the use of technology.
Solicit input from students, parents, colleagues, and the greater community.
Act on information received from stakeholders.

Disposition: Value the many ways in which people seek to communicate and encourage various modes of communication.

In addition to meeting the Goals, Objectives, and Dispositions of the Teacher Education Program, the graduate-level program must also meet the additional graduate-level Student Learning Outcomes:

Demonstrate graduate-level problem solving and analytical skills.
(Re-)Establish a personal philosophy of education.
Develop graduate-level action research and writing skills.
Develop an understanding of current research, best practices, and new approaches to teaching and/or learning.

Licensure Requirements

The Kansas State Department of Education (KSDE) is the licensing authority in Kansas. According to Kansas regulations, the ESOL and SPED endorsements are considered added endorsements and require a teacher to already hold a license in another endorsement area prior to getting these endorsements. Those teachers choosing to add the ESOL endorsement must pass Praxis licensure exam 5361 with a minimum score of 138.

As a general rule, the ESOL endorsement will be added at the level (k-6, 6-12, or pk-12) at which the regular license is held. It is possible in some cases to add the endorsement at another level. Please consult the licensure officer (Dr. Kirchner) for details.

It is possible to seek the licensure-only option for the ESOL endorsement for candidates who do not desire the graduate courses or who already hold a master’s degree.

A provisional license is available for candidates who have been hired to teach ESOL classes while simultaneously completing the licensure coursework. A provisional license is good for two years and may be renewed once with proof of successful completion of coursework. In order to obtain the provisional license a candidate must 1) already hold a valid teaching license, 2) have completed at least 50 percent of the ESOL program, 3) complete a plan of study, and 4) show proof of employment in the area.

Those students seeking the SPED endorsement must complete the special education content area test, Praxis II. Students will complete the 5543 Special Education Core Knowledge and Mild to Moderate Applications test with a minimum score of 155.

It is possible to seek the licensure-only option for the SPED endorsement for candidates who do not desire the graduate courses or who already hold a master’s degree.

Student Responsibility

Students are ultimately responsible for following procedures and proper sequencing of events leading to professional development and licensure. It is important for students who plan to enter the Teacher Education Program at McPherson College to contact the chair of the program and/or the appropriate advisor.

Licensure in Kansas

In the state of Kansas, teaching is considered to be a profession. Therefore, the Kansas State Department of Education has a Professional Practices Commission to exercise disciplinary and advisory functions over those requesting licensure or working as a certified professional. Teacher licensure can be denied, suspended, or revoked for both felony and non-felony actions.

McPherson College is in compliance with the federal Title II reporting guidelines.

See Licensure Disclosure statement above.

ESOL Licensure Program

The ESOL Licensure Program prepares students for KSDE ESOL endorsement at the k-6, 6-12, or pk-12 levels. This 15-credit-hour program is geared to educators wishing to work with culturally and linguistically diverse students but will also enhance the teaching skills for those in the regular classroom.

The ESOL licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone program.

Required courses:

CI 628 Methods for Teaching ESOL (3 hours)
CI 638 Language Assessment(3 hours)
CI 648 Applied Linguistics (3 hours)
CI 658 Cultural Diversity(3 hours)
CI 668 Practicum(3 hours)

To receive the KSDE ESOL endorsement, candidates must already hold an active Kansas teaching license and pass the English to Speakers of Other Languages Praxis exam 5361 with a minimum score of 138. See more information below under Licensure Requirements.

SPED Licensure Program

SPED Licensure Program prepares students for KSDE SPED endorsement at the k-6, 6-12, or pk-12 levels. This 15-credit-hour program is geared to educators wishing to work with culturally and linguistically diverse students but will also enhance the teaching skills for those in the regular classroom.

The SPED licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone licensure program.

Required courses: K-6

SE 610 Foundations for Special Education Services (4 hours)
SE 615 General Methods for Special Education Services (4 hours)
SE 645 Behavior Management (2 hours)
SE 621 K-6 Methods for SPED and Field Experience (5 hours)
SE 731 K-6 Clinical Experience (6 hours) OR SE 733 Grades K-6 Internship (6 hours)
ELA and math methods courses are also required

Required courses: 6-12

SE 610 Foundations for Special Education Services (4 hours)
SE 615 General Methods for Special Education Services (4 hours)
SE 645 Behavior Management (2 hours)
SE 661 Grades 6-12 Methods for Special Needs and Field Experience (5 hours)
SE 771 Grades 6-12 Clinical Experience (6 hours) OR SE 773 Grades 6-12 Internship (4-6 hours)

Required Courses: Pk-12

SE 610 Foundations for Special Education Services (4 hours)
SE 615 General Methods for Special Education Services (4 hours)
SE 645 Behavior Management (2 hours)
SE 641 Grades PreK-3 Methods for Special Needs and Field Experience (4-5 hours)
SE 681 Grades 4-12 Methods for Special Needs and Field Experience (4-5 hours)
SE 751 PreK-12 Clinical Experience (4-6 hours) OR SE 753 PreK-12 Internship (4-6 hours)
ELA and math methods courses are also required

Graduate Courses

The core graduate courses are designed around a project-based model in which students identify an area of interest, explore possibilities for change, implement the change, and report the results. Students can focus on what they perceive to be a problem in their local environment or experiment with a new teaching technique. The courses are sequenced to walk students step by step through the project while simultaneously providing the theoretical and practical knowledge needed to make wise decisions.

A sub-thread running through the courses is that of the teacher as leader. Activities built into the courses help students gain confidence to become a better advocate for their students, colleagues, and district.

Required courses:

CI 615 Foundations in Education (3 hours)
CI 620 Fundamentals of Action Research (3 hours)
CI 625 Curriculum and Instruction (3 hours)
CI 640 Teacher as Leader (3 hours)
CI 675 Master’s Project and Capstone (3 hours)

The 15 credit hours of core courses along with the 15 credit hours in the ESOL graduate licensure program or the approximately 21 credit hours in SPED constitute the needed courses for the M.Ed.

Applicants for M.Ed. or Graduate Courses in Education

Students may choose any of the following options when applying to the graduate program: ESOL licensure courses, SPED licensure courses, or combine those courses with the core graduate courses to pursue a M.Ed. degree.

Applying for ESOL licensure and/or SPED licensure:

Application for Admission
Official college transcript showing bachelor’s degree earned and any graduate level coursework

Applying to M.Ed. Program with ESOL or SPED licensure:

Application for Admission
Official transcripts for all colleges attended and showing bachelor’s degree earned
College GPA of 3.0
Essay stating professional goals (300 words); please email to [email protected]
Two letters of recommendation

All materials are reviewed by a subcommittee of the Teacher Education Board. The subcommittee’s recommendation is forwarded to Teacher Education Board for final approval.

Conditional Admission

Candidates not meeting the GPA requirement identified above may be admitted to the program on a conditional status assuming there is reasonable evidence of candidate success. Conditionally admitted candidates must earn a minimum GPA of 3.0 in their first six hours in order to remain in the program.

Transfer of Graduate Credits

After acceptance into the M.Ed. program, students who have previously completed graduate credit hours at another accredited institution may apply to have up to 15 graduate credit hours accepted toward the M.Ed. degree, as long as those credits have been earned in the last 10 years at the time of entry into the master’s program.

To request that previously-earned credits be considered for transfer, the student must submit a final official graduate transcript along with a formal request listing the credits from the transcript the student wants considered for transfer. The formal request should include descriptions of the coursework and how it meets the requirements of the M.Ed. program at McPherson College.

Only courses in which a grade of B or better has been earned will be accepted for credit toward the M.Ed. degree. Consequently, a student’s grade point average depends upon courses attempted at McPherson College only. The director of the M.Ed. program at McPherson College evaluates which courses qualify for transfer. The program director may request further information from the student–for example, course descriptions or syllabi–before making a recommendation to the registrar. With the program director’s recommendation in hand, the registrar makes the final decision about the transfer credits. The registrar’s decision is final and cannot be appealed.

2023|Catalog 23-24, Master of Education in Transformative Education|

Master of Education Course Descriptions

CI 615 Foundations of Education

3 cr hrs
This course explores the philosophical underpinnings and historical influences that shaped American education. The legal framework of our nation’s diverse, multicultural schools will be studied. Students will construct a well-informed, fully-developed personal philosophy of education statement.

CI 620 Fundamentals of Action Research

3 cr hrs
This course provides a structured approach to the practice of action research. Educators learn how to identify relevant issues, become involved in collaborative inquiry, and use data and research to inform their practice, improve student academic success, and contribute to positive change in their schools. Students will begin to apply action-research methodologies in their own environments.

CI 625 Curriculum and Instruction

3 cr hrs
This course begins with a historical look at the development of the curriculum in American schools followed by a review of current curricular trends. After exploring what is taught, attention is turned to how it is taught. Multiple approaches of instructions will be explored; each based on a different philosophical theory.

CI 628 Methods for Teaching ESOL

3 cr hrs
This course is designed to prepare candidates to teach English to non-native speakers at either the K-6 level or the 6-12 level. Students will be exposed to ESOL specific teaching techniques and lesson and unit planning. Candidates will research current teaching trends and compile a resource file.

CI 638 Language Assessment

3 cr hrs
This graduate level course is designed to prepare candidates to assess and evaluate language focusing on English language learners. Candidates will select, design, and implement a variety of formal and informal assessments based on appropriate assessment theory (reliability, validity, and practicality). Legal issues, state testing protocol, evaluation of district level assessment systems, and the multiple purposes of assessment (placement, exit, etc.) will be reviewed.

CI 640 Teacher as Leader

3 cr hrs
Teacher as Leader is a graduate course designed to explore several roles that instructional leaders engage in, such as classroom leader, team leader, school leader, organization leader, and/or professional leader. Theoretical perspectives and research examining issues related to group dynamics, motivation, communication, and human relations are explored. Students will look at organizational change, ethical decision-making, team building and adult learning theory.

CI 648 Applied Linguistics

3 cr hrs
This graduate level course introduces candidates to language as a system with a focus on English language learners. Candidates will learn the branches of linguistics; phonology, morphology, syntax, semantics, and pragmatics and review first- and second-language acquisition theory.

CI 658 Cultural Diversity

3 cr hrs
This graduate level course introduces candidates to the diverse racial, cultural and ethnic make-up of the country and region. Candidates will be challenged to explore and confront biases found in education and in their personal life. School policies and procedures, curriculum and activities will be analyzed. Candidates will draft a multicultural stance they could implement to promote change.

CI 668 ESOL Practicum

3 cr hrs
A field experience and seminar for those seeking licensure in ESOL as part of the advanced program. In this culminating course, candidates will have the opportunity to apply knowledge learned in previous courses. Emphasis is placed on teaching, assessing, and evaluating English learners. Application to the teacher education program is required.

CI 675 M.Ed. Project and Capstone

3 cr hrs
In this course, educators will use collected data to enact change. At the end of the implementation period, students will engage in reflective assessment of themselves and their program.

SE 610 Foundations for Special Education Services

4 cr hrs
Our ultimate goal is to create classrooms in which future citizens can learn to respect individual differences, value diversity, and get along with one another. This course provides a safe environment in which to explore the history and philosophy of special education, policies and procedures in special education, and diversity in the classroom. (Fall & Spring)

SE 615 General Methods for Special Education Services

4 cr hrs
This course addresses assessments used for eligibility, placement and curricular decisions (Module A), the special education process from pre-identification through individual program implementation (Module B), and effective collaboration and communication skills with diverse learners, families, colleagues, and community stakeholders (Module C). The course includes a supervised field experience (Module D) including a mandatory observation of the SPED 615 student’s teaching completed by the ACCK instructor. Prerequisite: SPED 610. (Fall & Spring)

SE 621 Grades K-6 Methods for Special Needs and Field Experience

5 cr hrs
This course addresses IEP implementation using evidence-based practices. Emphasis is on collaborative teaching models. Topics of study include lesson planning, basic skill and content area instruction, adapting methods and materials, and progress monitoring. SPED 631: Grades K-6 Field Experience must be taken concurrently. SPED 631 will involve 15 to 20 contact hours with school aged children including 10+ intervention sessions with one student with high-incidence special education needs. Prerequisites: SPED 610 & 615 (Fall & Spring)

SE 641 Grades PreK-3 Methods for Special Needs and Field Experience

5 cr hrs
Grades PreK-3 Methods addresses matching strategies to individual and group needs using evidence-based practices. Topics of study include learning plans, embedded instruction within a tiered framework, setting up the environment, adapting methods and materials, positive behavior supports, and progress monitoring. (Fall & Spring)

SE 645 Behavior Management

2 cr hrs
This course addresses culturally sensitive methods for preventing and intervening with problem behavior. Topics include positive behavior intervention and supports, classroom management, social skills instruction, student support meetings, and functional behavioral analysis, non-averse intervention, and behavior intervention plans. (Fall, Interterm, & Spring)

SE 661 Grades 6 – 12 Methods for Special Needs and Field Experience

5 cr hrs
This course covers both general and specific methods used by special educators to teach students with disabilities. The course includes transition planning and IEP development, instructional planning, and selection of instructional methods to meet the needs of students with high-incidence special education needs. Approaches for selecting methods and materials, for delivering instruction, and for evaluating instructional outcomes based on assessment information will also be demonstrated. (Fall)

SE 681 Grades 4-12 Methods for Special Needs and Field Experience

5 cr hrs
This course covers both general and specific methods used by special educators to teach students with disabilities. The course includes transition planning and IEP development, instructional planning, and selection of instructional methods to meet the needs of students with high-incidence special education needs. Approaches for selecting methods and materials, for delivering instruction, and for evaluating instructional outcomes based on assessment information will also be demonstrated. (Fall & Spring)

SE 731 Grades K-6 Clinical Experience

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 733 Grades K-6 Internship

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 771 Grades 6-12 Clinical Experience

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for secondary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 773 Grades 6-12 Internship

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for secondary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice.This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 751 PreK-12 Clinical Experience

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 753 PreK-12 Internship

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

2023|Catalog 23-24, Master of Education in Transformative Education|

Combined Bachelor/Master of Education Degree

The graduate level courses offered by the Curriculum and Instruction Department prepare candidates to grow professionally as service-oriented educators. Choose any of the following options: an ESOL licensure only, SPED licensure only or combine those programs with the core graduate courses in education to earn the M.Ed.

These three programs (ESOL licensure, SPED licensure, and the core) are provided by the Department of Curriculum and Instruction and, like the undergraduate Teacher Education Program, are governed by the Teacher Education Board.

Teacher Education Program

The Teacher Education Program at McPherson College is accredited by the Kansas State Department of Education (900 SW Jackson Street, Topeka, Kansas 66612); and by the National Council for the Accreditation of Teacher Education (NCATE), www.ncate.org (now known as Council for the Accreditation of Education Preparation (CAEP), www.caepnet.org). This accreditation covers the Teacher Education Program at McPherson College; however, the accreditation does not include individual education courses that the institution offers to P-12 educators for professional development, re-licensure, or other purposes.

Mission Statement

The mission of the Teacher Education Program of McPherson College is to develop service-oriented educators who effectively blend the art and science of teaching.

Goals, Objectives, and Dispositions

Goal I: The candidate has the knowledge bases necessary to be an effective teacher in her/his field.

To accomplish this goal, the service-oriented educator will:

Objectives:

Acquire a broad liberal arts knowledge base.
Demonstrate proficiency in his/her major area of licensure.
Acquire effective strategies of teaching in all appropriate content areas and for all learners.
Recognize how students learn and develop.

Disposition: Appreciate the connections between various areas of knowledge and commit to continuous learning.

Goal II: The candidate can apply effective teaching strategies to meet the needs of all learners.

To accomplish this goal, the service-oriented educator will:

Objectives:

Use appropriate best practices for specific content areas and for diverse learners.
Reflect upon his/her teaching and analyze the practices.
Demonstrate understanding and use of formative and summative assessments and make modifications based on them.
Provide motivational techniques based on students’ developmental and environmental needs.

Disposition: Value and respect students’ varied talents and abilities and project enthusiasm for teaching all learners.

Goal III: The candidate fosters relationships and collaborates with school constituencies. To accomplish this goal, the service-oriented educator will:

Objectives:

Communicate effectively in both written and oral formats and through the use of technology
Solicit input from students, parents, colleagues, and the greater community.
Act on information received from stakeholders.

Disposition: Value the many ways in which people seek to communicate and encourage various modes of communication.

In addition to meeting the Goals, Objectives, and Dispositions of The Teacher Education Program, the graduate-level program must also meet the additional graduate-level Student Learning Outcomes:

Demonstrate graduate-level problems solving and analytical skills.
(Re)Establish a personal philosophy of education.
Develop graduate-level action research and writing skills.
Develop an understanding of current research, best practices, and new approaches to teaching and/or learning.

Graduate Admission Procedures

Procedures for admittance into the Teacher Education Program and Student Teaching are outlined in detail in the Advisor/Advisee Handbook and/or the Policies and Procedure Manual. These handbooks are available in the Department of Curriculum and Instruction. College advisors also have copies of these handbooks. The handbook is also available online. Students should read the handbook or consult their advisors for a detailed account of admission requirements and procedures.

Graduate Admission Requirements and Process

Required of all applicants:

Application (no fee required)
Proof of bachelor’s degree in the form of an official transcript from an accredited institution indicating the date the degree was awarded
GPA of 3.0

Required for those seeking M.Ed. degree:

Essay stating professional goals (approximately 300 words)
Two letters of recommendation

All materials are reviewed by a subcommittee of the Teacher Education Board. The subcommittee’s recommendation is forwarded to Teacher Education Board for final approval.

Conditional Admission

Candidates not meeting the GPA requirement identified above may be admitted to the program on a conditional status assuming there is reasonable evidence of candidate success. Conditionally admitted candidates must earn a minimum GPA of 3.0 in their first six hours in order to remain in the program.

Licensure Requirements

The Kansas State Department of Education (KSDE) is the licensing authority in Kansas. According to Kansas regulations, the ESOL and SPED endorsements are considered added endorsements and require a teacher to already hold a license in another endorsement area prior to obtaining these endorsements.

Those teachers choosing to add the ESOL endorsement must pass Praxis licensure exam 5361 with a minimum score of 138.

As a general rule, the ESOL endorsement will be added at the level (k-6, 6-12, or pk-12) at which the regular license is held. It is possible, in some cases, to add the endorsement at another level. Please consult the licensure officer (Dr. Kirchner) for details.

It is possible to seek the licensure-only option for the ESOL endorsement for candidates who do not desire the graduate courses or who already hold a master’s degree.

A provisional license is available for candidates who have been hired to teach ESOL classes while simultaneously completing the licensure coursework. A provisional license is good for two years and may be renewed once with proof of successful completion of coursework. In order to obtain the provisional license a candidate must 1) already hold a valid teaching license, 2) have completed at least 50 percent of the ESOL program, 3) complete a plan of study, and 4) show proof of employment in the area.

Those students seeking the SPED endorsement must complete the special education content area test, Praxis II. Students will complete the 5543 Special Education Core Knowledge and Mild to Moderate Applications test with a minimum score of 155.

It is possible to seek the licensure-only option for the SPED endorsement for candidates who do not desire the graduate courses or who already hold a master’s degree.

Licensure in Kansas

In the state of Kansas, teaching is considered to be a profession. Therefore, the Kansas State Department of Education has a Professional Practices Commission to exercise disciplinary and advisory functions over those requesting licensure or working as a certified professional. Teacher licensure can be denied, suspended, or revoked for both felony and non-felony actions.

McPherson College is in compliance with the federal Title II reporting guidelines.

Student Responsibility

Students are ultimately responsible for following procedures and proper sequencing of events leading to professional development and licensure. It is important for students who plan to enter the Teacher Education Program at McPherson College to contact the chair of the program and/or the appropriate advisor.

ESOL Licensure Program

The ESOL Graduate Licensure Program will prepare you for KSDE ESOL endorsement at the k-6, 6-12, or pk-12 levels. This 15 credit hour program is geared to educators wishing to work with culturally and linguistically diverse students, but will also enhance the teaching skills for those in the regular classroom.

The ESOL licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone program. Although most candidates taking courses will be licensed teachers, the ESOL graduate certificate has open enrollment for anyone wishing to learn more about this field, such as those working with adult English language learners.

Required courses: (all courses are 3 credit hours)

1. - CI 628 Methods for Teaching ESOL
  - CI 638 Language Assessment
  - CI 648 Applied Linguistics
  - CI 658 Cultural Diversity
  - CI 668 Practicum

To receive the KSDE ESOL endorsement, candidates must be already hold an active Kansas teaching license and pass the English to Speakers of Other Languages Praxis exam 5361 with a minimum score of 138. See more information under Licensure Requirements.

SPED Licensure Program

The SPED Licensure Program will prepare you for KSDE high-incidence (formerly adaptive) Special Education endorsement at the k-6, pk-12, or 6-12 levels. This program is designed for educators wishing to work with students who have mild to moderate intellectual disabilities, emotional disturbances, high functioning autism spectrum disorders, ADD/ADHD, and learning disabilities, but will also enhance the skills of those who chose to remain in the regular classroom.

The SPED licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone licensure program.

Required courses for k-6

1. - CI 610 Foundations for Special Education Services (4 credit hours)
    CI 615 General Methods for Special Education Services (4 credit hours)
  - SE 731 or SE 733 k-6 Clinical Experience or Internship (Fall, Spring)

Required courses for 6-12

1. - SE 661 and SE 671 6-12 Methods and Field Experience (Fall, Spring)
  - SE 771 or SE 773 6-12 Clinical Experience or Internship (Fall, Spring)

Required courses for pk-12

1. - SE 641 and SE 651 pk-3 Methods and Field Experience (Fall, Spring)
  - SE 681 and SE 691 4-12 Methods and Field Experience (Fall, Spring)
  - SE 751 or SE 753 pk-12 Clinical Experience or Internship (Fall, Spring)

This program is designed to be completed in two academic years, including one summer.

To receive the KSDE High-Incidence SPED endorsement, candidates must already hold an active Kansas teaching license and pass the Special Education: Core Knowledge and Mild to Moderate Applications Praxis exam 5543 with a minimum score of 155. See more information under Licensure Requirements.

Graduate Courses

The core graduate courses are designed around a project-based model in which students identify an area of interest, explore possibilities for change, implement the change, and report the results. Students focus on a perceived problem in their local environment or experiment with a new teaching technique. The courses are sequenced to walk students step-by-step through the project while simultaneously providing the theoretical and practical knowledge needed to make wise decisions.

A sub-thread running through the courses is that of the teacher as leader. Activities built into the courses will help students gain confidence to become better advocates for their students, colleagues, and district.

Required courses: (all courses are 3 credit hours)

1. - CI 615 Foundations in Education (Fall)
  - CI 620 Fundamentals of Action Research (Spring)
  - CI 625 Curriculum and Instruction (Summer)
  - CI 640 Teacher as Leader (Fall)
  - CI 675 Master’s Research Project and Capstone Experience (Spring)

The 15 credit hours of core courses along with the 15 credit hours in the ESOL graduate licensureprogram comprise the needed courses for the M.Ed.

2022|04 Degree Programs, Catalog 22-23|

Master of Education Degree

The graduate level courses offered by the Curriculum and Instruction Department prepare candidates to grow professionally as service-oriented educators. Choose any of the following options: an ESOL licensure only, SPED licensure only or combine those programs with the core graduate courses in education to earn the M.Ed.

These three programs (ESOL licensure, SPED licensure, and the core) are provided by the Department of Curriculum and Instruction and, like the undergraduate Teacher Education Program, are governed by the Teacher Education Board.

Teacher Education Program

The Teacher Education Program at McPherson College is accredited by the Kansas State Department of Education (900 SW Jackson Street, Topeka, Kansas 66612); and by the National Council for the Accreditation of Teacher Education (NCATE), www.ncate.org (now known as Council for the Accreditation of Education Preparation (CAEP), www.caepnet.org). This accreditation covers the Teacher Education Program at McPherson College; however, the accreditation does not include individual education courses that the institution offers to P-12 educators for professional development, re-licensure, or other purposes.

Mission Statement

The mission of the Teacher Education Program of McPherson College is to develop service-oriented educators who effectively blend the art and science of teaching.

Goals, Objectives, and Dispositions

Goal I: The candidate has the knowledge bases necessary to be an effective teacher in her/his field.

To accomplish this goal, the service-oriented educator will:

Objectives:

Acquire a broad liberal arts knowledge base.
Demonstrate proficiency in his/her major area of licensure.
Acquire effective strategies of teaching in all appropriate content areas and for all learners.
Recognize how students learn and develop.

Disposition: Appreciate the connections between various areas of knowledge and commit to continuous learning.

Goal II: The candidate can apply effective teaching strategies to meet the needs of all learners.

To accomplish this goal, the service-oriented educator will:

Objectives:

Use appropriate best practices for specific content areas and for diverse learners.
Reflect upon his/her teaching and analyze the practices.
Demonstrate understanding and use of formative and summative assessments and make modifications based on them.
Provide motivational techniques based on students’ developmental and environmental needs.

Disposition: Value and respect students’ varied talents and abilities and project enthusiasm for teaching all learners.

Goal III: The candidate fosters relationships and collaborates with school constituencies. To accomplish this goal, the service-oriented educator will:

Objectives:

Communicate effectively in both written and oral formats and through the use of technology
Solicit input from students, parents, colleagues, and the greater community.
Act on information received from stakeholders.

Disposition: Value the many ways in which people seek to communicate and encourage various modes of communication.

In addition to meeting the Goals, Objectives, and Dispositions of The Teacher Education Program, the graduate-level program must also meet the additional graduate-level Student Learning Outcomes:

Demonstrate graduate-level problems solving and analytical skills.
(Re)Establish a personal philosophy of education.
Develop graduate-level action research and writing skills.
Develop an understanding of current research, best practices, and new approaches to teaching and/or learning.

Graduate Admission Procedures

Procedures for admittance into the Teacher Education Program and Student Teaching are outlined in detail in the Advisor/Advisee Handbook and/or the Policies and Procedure Manual. These handbooks are available in the Department of Curriculum and Instruction. College advisors also have copies of these handbooks. The handbook is also available online. Students should read the handbook or consult their advisors for a detailed account of admission requirements and procedures.

Graduate Admission Requirements and Process

Required of all applicants:

Application (no fee required)
Proof of bachelor’s degree in the form of an official transcript from an accredited institution indicating the date the degree was awarded
GPA of 3.0

Required for those seeking M.Ed. degree:

Essay stating professional goals (approximately 300 words)
Two letters of recommendation

All materials are reviewed by a subcommittee of the Teacher Education Board. The subcommittee’s recommendation is forwarded to Teacher Education Board for final approval.

Conditional Admission

Candidates not meeting the GPA requirement identified above may be admitted to the program on a conditional status assuming there is reasonable evidence of candidate success. Conditionally admitted candidates must earn a minimum GPA of 3.0 in their first six hours in order to remain in the program.

Licensure Requirements

The Kansas State Department of Education (KSDE) is the licensing authority in Kansas. According to Kansas regulations, the ESOL and SPED endorsements are considered added endorsements and require a teacher to already hold a license in another endorsement area prior to obtaining these endorsements.

Those teachers choosing to add the ESOL endorsement must pass Praxis licensure exam 5361 with a minimum score of 138.

As a general rule, the ESOL endorsement will be added at the level (k-6, 6-12, or pk-12) at which the regular license is held. It is possible, in some cases, to add the endorsement at another level. Please consult the licensure officer (Dr. Kirchner) for details.

It is possible to seek the licensure-only option for the ESOL endorsement for candidates who do not desire the graduate courses or who already hold a master’s degree.

A provisional license is available for candidates who have been hired to teach ESOL classes while simultaneously completing the licensure coursework. A provisional license is good for two years and may be renewed once with proof of successful completion of coursework. In order to obtain the provisional license a candidate must 1) already hold a valid teaching license, 2) have completed at least 50 percent of the ESOL program, 3) complete a plan of study, and 4) show proof of employment in the area.

Those students seeking the SPED endorsement must complete the special education content area test, Praxis II. Students will complete the 5543 Special Education Core Knowledge and Mild to Moderate Applications test with a minimum score of 155.

It is possible to seek the licensure-only option for the SPED endorsement for candidates who do not desire the graduate courses or who already hold a master’s degree.

Licensure in Kansas

In the state of Kansas, teaching is considered to be a profession. Therefore, the Kansas State Department of Education has a Professional Practices Commission to exercise disciplinary and advisory functions over those requesting licensure or working as a certified professional. Teacher licensure can be denied, suspended, or revoked for both felony and non-felony actions.

McPherson College is in compliance with the federal Title II reporting guidelines.

Student Responsibility

Students are ultimately responsible for following procedures and proper sequencing of events leading to professional development and licensure. It is important for students who plan to enter the Teacher Education Program at McPherson College to contact the chair of the program and/or the appropriate advisor.

ESOL Licensure Program

The ESOL Graduate Licensure Program will prepare you for KSDE ESOL endorsement at the k-6, 6-12, or pk-12 levels. This 15 credit hour program is geared to educators wishing to work with culturally and linguistically diverse students, but will also enhance the teaching skills for those in the regular classroom.

The ESOL licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone program. Although most candidates taking courses will be licensed teachers, the ESOL graduate certificate has open enrollment for anyone wishing to learn more about this field, such as those working with adult English language learners.

Required courses: (all courses are 3 credit hours)

1. - CI 628 Methods for Teaching ESOL
  - CI 638 Language Assessment
  - CI 648 Applied Linguistics
  - CI 658 Cultural Diversity
  - CI 668 Practicum

To receive the KSDE ESOL endorsement, candidates must be already hold an active Kansas teaching license and pass the English to Speakers of Other Languages Praxis exam 5361 with a minimum score of 138. See more information under Licensure Requirements.

SPED Licensure Program

The SPED Licensure Program will prepare you for KSDE high-incidence (formerly adaptive) Special Education endorsement at the k-6, pk-12, or 6-12 levels. This program is designed for educators wishing to work with students who have mild to moderate intellectual disabilities, emotional disturbances, high functioning autism spectrum disorders, ADD/ADHD, and learning disabilities, but will also enhance the skills of those who chose to remain in the regular classroom.

The SPED licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone licensure program.

Required courses for k-6

1. - CI 610 Foundations for Special Education Services (4 credit hours)
    CI 615 General Methods for Special Education Services (4 credit hours)
  - SE 731 or SE 733 k-6 Clinical Experience or Internship (Fall, Spring)

Required courses for 6-12

1. - SE 661 and SE 671 6-12 Methods and Field Experience (Fall, Spring)
  - SE 771 or SE 773 6-12 Clinical Experience or Internship (Fall, Spring)

Required courses for pk-12

1. - SE 641 and SE 651 pk-3 Methods and Field Experience (Fall, Spring)
  - SE 681 and SE 691 4-12 Methods and Field Experience (Fall, Spring)
  - SE 751 or SE 753 pk-12 Clinical Experience or Internship (Fall, Spring)

This program is designed to be completed in two academic years, including one summer.

To receive the KSDE High-Incidence SPED endorsement, candidates must already hold an active Kansas teaching license and pass the Special Education: Core Knowledge and Mild to Moderate Applications Praxis exam 5543 with a minimum score of 155. See more information under Licensure Requirements.

Graduate Courses

The core graduate courses are designed around a project-based model in which students identify an area of interest, explore possibilities for change, implement the change, and report the results. Students focus on a perceived problem in their local environment or experiment with a new teaching technique. The courses are sequenced to walk students step-by-step through the project while simultaneously providing the theoretical and practical knowledge needed to make wise decisions.

A sub-thread running through the courses is that of the teacher as leader. Activities built into the courses will help students gain confidence to become better advocates for their students, colleagues, and district.

Required courses: (all courses are 3 credit hours)

1. - CI 615 Foundations in Education (Fall)
  - CI 620 Fundamentals of Action Research (Spring)
  - CI 625 Curriculum and Instruction (Summer)
  - CI 640 Teacher as Leader (Fall)
  - CI 675 Master’s Research Project and Capstone Experience (Spring)

The 15 credit hours of core courses along with the 15 credit hours in the ESOL graduate licensureprogram comprise the needed courses for the M.Ed.

2022|04 Degree Programs, Catalog 22-23|

General Education Purpose Statement

At the root of a liberal arts education is a group of courses that are usually referenced as general education requirements. To define this group of courses at McPherson College the faculty first identified qualities that would demonstrate the “ideal McPherson College graduate.” McPherson College’s general education program provides an opportunity for the development of a life-long learner who…

Speaks and writes clearly and effectively;
Acquires and evaluates information;
Understands and is able to use mathematical properties, processes, and symbols;
Understands religion and spiritual traditions as a quest for human identity and has examined his/her own beliefs;
Understands the concept of holistic health and is conscious of his/her physical, emotional and spiritual well-being;
Understands the cultural diversity of our global community;
Assesses value conflicts in issues and makes informed ethical decisions;
Understands the role of service and peace-making in the historical context of McPherson College and the Church of the Brethren;
Integrates knowledge and experience with exploration and choice of career;
Appreciates the arts and literature and is able to make informed aesthetic responses;
Understands his/her relationship to the physical and biological world and the methods of science;
Understands the economics, social, and historical contexts of society;
Thinks critically and creatively;
Demonstrates the appropriate use of technology within his/her academic discipline.

To this end, all students at McPherson College are expected to complete a common set of general education requirements, defined in terms of foundations, seminars, and distribution courses. Students must complete all the general education requirements as outlined below in order to graduate.

2022|08 General Education, Catalog 22-23|

Graduate Program and Courses in Education

The graduate level courses offered by the Curriculum and Instruction Department prepare candidates to grow professionally as service-oriented educators. Choose any of the following options: ESOL licensure only, SPED licensure only, or combine one of those programs with the core graduate courses in education to earn the M.Ed.

These three programs (ESOL licensure, SPED licensure, and the core) are provided by the Department of Curriculum and Instruction and, like the undergraduate Teacher Education Program, are governed by the Teacher Education Board.

Teacher Education Program

The Teacher Education Program at McPherson College is accredited by the Kansas State Department of Education (900 SW Jackson Street, Topeka, Kansas 66612); and by the National Council for the Accreditation of Teacher Education (NCATE), www.ncate.org (now known as Council for the Accreditation of Educator Preparation (CAEP), www.caepnet.org). This accreditation covers the Teacher Education Program at McPherson College; however, the accreditation does not include individual education courses that the institution offers to P-12 educators for professional development, relicensure, or other purposes.

Licensure Disclosure

McPherson College prepares future teachers for licensure in the state of Kansas. The program requirements may not meet licensure requirements for other states. Students planning to seek teacher licensure outside of Kansas are strongly encouraged to meet with the McPherson College Licensure Officer to discuss future plans. McPherson College Teacher Education Program has not made a determination as to whether our program’s curriculum meets the state’s educational requirements for the following states: Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, and Wyoming.

Mission Statement

The mission of the Teacher Education Program of McPherson College is to develop service-oriented educators who effectively blend the art and science of teaching.

Goals, Objectives, and Dispositions

Goal I: The candidate has the knowledge bases necessary to be an effective teacher in her/his field.

To accomplish this goal, the service-oriented educator will:

Objectives:

Acquire a broad liberal arts knowledge base.
Demonstrate proficiency in his/her major area of licensure.
Acquire effective strategies of teaching in all appropriate content areas and for all learners.
Recognize how students learn and develop.

Disposition: Appreciate the connections among various areas of knowledge and commit to continuous learning.

Goal II: The candidate can apply effective teaching strategies to meet the needs of all learners.

To accomplish this goal, the service-oriented educator will:

Objectives:

Use appropriate best practices for specific content areas and for diverse learners.
Reflect upon his/her teaching and analyze the practices.
Demonstrate understanding and use of formative and summative assessments and make modifications based on them.
Provide motivational techniques based on students’ developmental and environmental needs.

Disposition: Value and respect students’ varied talents and abilities and project enthusiasm for teaching all learners.

Goal III: The candidate fosters relationships and collaborates with school constituencies. To accomplish this goal, the service-oriented educator will:

Objectives:

Communicate effectively in both written and oral formats and through the use of technology.
Solicit input from students, parents, colleagues, and the greater community.
Act on information received from stakeholders.

Disposition: Value the many ways in which people seek to communicate and encourage various modes of communication.

In addition to meeting the Goals, Objectives, and Dispositions of the Teacher Education Program, the graduate-level program must also meet the additional graduate-level Student Learning Outcomes:

Demonstrate graduate-level problem solving and analytical skills.
(Re-)Establish a personal philosophy of education.
Develop graduate-level action research and writing skills.
Develop an understanding of current research, best practices, and new approaches to teaching and/or learning.

Licensure Requirements

The Kansas State Department of Education (KSDE) is the licensing authority in Kansas. According to Kansas regulations, the ESOL and SPED endorsements are considered added endorsements and require a teacher to already hold a license in another endorsement area prior to getting these endorsements. Those teachers choosing to add the ESOL endorsement must pass Praxis licensure exam 5361 with a minimum score of 138.

As a general rule, the ESOL endorsement will be added at the level (k-6, 6-12, or pk-12) at which the regular license is held. It is possible in some cases to add the endorsement at another level. Please consult the licensure officer (Dr. Kirchner) for details.

It is possible to seek the licensure-only option for the ESOL endorsement for candidates who do not desire the graduate courses or who already hold a master’s degree.

A provisional license is available for candidates who have been hired to teach ESOL classes while simultaneously completing the licensure coursework. A provisional license is good for two years and may be renewed once with proof of successful completion of coursework. In order to obtain the provisional license a candidate must 1) already hold a valid teaching license, 2) have completed at least 50 percent of the ESOL program, 3) complete a plan of study, and 4) show proof of employment in the area.

Those students seeking the SPED endorsement must complete the special education content area test, Praxis II. Students will complete the 5543 Special Education Core Knowledge and Mild to Moderate Applications test with a minimum score of 155.

It is possible to seek the licensure-only option for the SPED endorsement for candidates who do not desire the graduate courses or who already hold a master’s degree.

Student Responsibility

Students are ultimately responsible for following procedures and proper sequencing of events leading to professional development and licensure. It is important for students who plan to enter the Teacher Education Program at McPherson College to contact the chair of the program and/or the appropriate advisor.

Licensure in Kansas

In the state of Kansas, teaching is considered to be a profession. Therefore, the Kansas State Department of Education has a Professional Practices Commission to exercise disciplinary and advisory functions over those requesting licensure or working as a certified professional. Teacher licensure can be denied, suspended, or revoked for both felony and non-felony actions.

McPherson College is in compliance with the federal Title II reporting guidelines.

See Licensure Disclosure statement above.

ESOL Licensure Program

The ESOL Licensure Program prepares students for KSDE ESOL endorsement at the k-6, 6-12, or pk-12 levels. This 15-credit-hour program is geared to educators wishing to work with culturally and linguistically diverse students but will also enhance the teaching skills for those in the regular classroom.

The ESOL licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone program.

Required courses:

CI 628 Methods for Teaching ESOL (3 hours)
CI 638 Language Assessment(3 hours)
CI 648 Applied Linguistics (3 hours)
CI 658 Cultural Diversity(3 hours)
CI 668 Practicum(3 hours)

To receive the KSDE ESOL endorsement, candidates must already hold an active Kansas teaching license and pass the English to Speakers of Other Languages Praxis exam 5361 with a minimum score of 138. See more information below under Licensure Requirements.

SPED Licensure Program

SPED Licensure Program prepares students for KSDE SPED endorsement at the k-6, 6-12, or pk-12 levels. This 15-credit-hour program is geared to educators wishing to work with culturally and linguistically diverse students but will also enhance the teaching skills for those in the regular classroom.

The SPED licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone licensure program.

Required courses: K-6

SE 610 Foundations for Special Education Services (4 hours)
SE 615 General Methods for Special Education Services (4 hours)
SE 645 Behavior Management (2 hours)
SE 621 K-6 Methods for SPED and Field Experience (5 hours)
SE 731 K-6 Clinical Experience (6 hours) OR SE 733 Grades K-6 Internship (6 hours)
ELA and math methods courses are also required

Required courses: 6-12

SE 610 Foundations for Special Education Services (4 hours)
SE 615 General Methods for Special Education Services (4 hours)
SE 645 Behavior Management (2 hours)
SE 661 Grades 6-12 Methods for Special Needs and Field Experience (5 hours)
SE 771 Grades 6-12 Clinical Experience (6 hours) OR SE 773 Grades 6-12 Internship (4-6 hours)

Required Courses: Pk-12

SE 610 Foundations for Special Education Services (4 hours)
SE 615 General Methods for Special Education Services (4 hours)
SE 645 Behavior Management (2 hours)
SE 641 Grades PreK-3 Methods for Special Needs and Field Experience (4-5 hours)
SE 681 Grades 4-12 Methods for Special Needs and Field Experience (4-5 hours)
SE 751 PreK-12 Clinical Experience (4-6 hours) OR SE 753 PreK-12 Internship (4-6 hours)
ELA and math methods courses are also required

Graduate Courses

The core graduate courses are designed around a project-based model in which students identify an area of interest, explore possibilities for change, implement the change, and report the results. Students can focus on what they perceive to be a problem in their local environment or experiment with a new teaching technique. The courses are sequenced to walk students step by step through the project while simultaneously providing the theoretical and practical knowledge needed to make wise decisions.

A sub-thread running through the courses is that of the teacher as leader. Activities built into the courses help students gain confidence to become a better advocate for their students, colleagues, and district.

Required courses:

CI 615 Foundations in Education (3 hours)
CI 620 Fundamentals of Action Research (3 hours)
CI 625 Curriculum and Instruction (3 hours)
CI 640 Teacher as Leader (3 hours)
CI 675 Master’s Project and Capstone (3 hours)

The 15 credit hours of core courses along with the 15 credit hours in the ESOL graduate licensure program or the approximately 21 credit hours in SPED constitute the needed courses for the M.Ed.

Applicants for M.Ed. or Graduate Courses in Education

Students may choose any of the following options when applying to the graduate program: ESOL licensure courses, SPED licensure courses, or combine those courses with the core graduate courses to pursue a M.Ed. degree.

Applying for ESOL licensure and/or SPED licensure:

Application for Admission
Official college transcript showing bachelor’s degree earned and any graduate level coursework

Applying to M.Ed. Program with ESOL or SPED licensure:

Application for Admission
Official transcripts for all colleges attended and showing bachelor’s degree earned
College GPA of 3.0
Essay stating professional goals (300 words); please email to [email protected]
Two letters of recommendation

All materials are reviewed by a subcommittee of the Teacher Education Board. The subcommittee’s recommendation is forwarded to Teacher Education Board for final approval.

Conditional Admission

Candidates not meeting the GPA requirement identified above may be admitted to the program on a conditional status assuming there is reasonable evidence of candidate success. Conditionally admitted candidates must earn a minimum GPA of 3.0 in their first six hours in order to remain in the program.

Transfer of Graduate Credits

After acceptance into the M.Ed. program, students who have previously completed graduate credit hours at another accredited institution may apply to have up to 15 graduate credit hours accepted toward the M.Ed. degree, as long as those credits have been earned in the last 10 years at the time of entry into the master’s program.

To request that previously-earned credits be considered for transfer, the student must submit a final official graduate transcript along with a formal request listing the credits from the transcript the student wants considered for transfer. The formal request should include descriptions of the coursework and how it meets the requirements of the M.Ed. program at McPherson College.

Only courses in which a grade of B or better has been earned will be accepted for credit toward the M.Ed. degree. Consequently, a student’s grade point average depends upon courses attempted at McPherson College only. The director of the M.Ed. program at McPherson College evaluates which courses qualify for transfer. The program director may request further information from the student–for example, course descriptions or syllabi–before making a recommendation to the registrar. With the program director’s recommendation in hand, the registrar makes the final decision about the transfer credits. The registrar’s decision is final and cannot be appealed.

2022|Catalog 22-23, Master of Education in Transformative Education|

Master of Education Course Descriptions

CI 615 Foundations of Education

3 cr hrs
This course explores the philosophical underpinnings and historical influences that shaped American education. The legal framework of our nation’s diverse, multicultural schools will be studied. Students will construct a well-informed, fully-developed personal philosophy of education statement.

CI 620 Fundamentals of Action Research

3 cr hrs
This course provides a structured approach to the practice of action research. Educators learn how to identify relevant issues, become involved in collaborative inquiry, and use data and research to inform their practice, improve student academic success, and contribute to positive change in their schools. Students will begin to apply action-research methodologies in their own environments.

CI 625 Curriculum and Instruction

3 cr hrs
This course begins with a historical look at the development of the curriculum in American schools followed by a review of current curricular trends. After exploring what is taught, attention is turned to how it is taught. Multiple approaches of instructions will be explored; each based on a different philosophical theory.

CI 628 Methods for Teaching ESOL

3 cr hrs
This course is designed to prepare candidates to teach English to non-native speakers at either the K-6 level or the 6-12 level. Students will be exposed to ESOL specific teaching techniques and lesson and unit planning. Candidates will research current teaching trends and compile a resource file.

CI 638 Language Assessment

3 cr hrs
This graduate level course is designed to prepare candidates to assess and evaluate language focusing on English language learners. Candidates will select, design, and implement a variety of formal and informal assessments based on appropriate assessment theory (reliability, validity, and practicality). Legal issues, state testing protocol, evaluation of district level assessment systems, and the multiple purposes of assessment (placement, exit, etc.) will be reviewed.

CI 640 Teacher as Leader

3 cr hrs
Teacher as Leader is a graduate course designed to explore several roles that instructional leaders engage in, such as classroom leader, team leader, school leader, organization leader, and/or professional leader. Theoretical perspectives and research examining issues related to group dynamics, motivation, communication, and human relations are explored. Students will look at organizational change, ethical decision-making, team building and adult learning theory.

CI 648 Applied Linguistics

3 cr hrs
This graduate level course introduces candidates to language as a system with a focus on English language learners. Candidates will learn the branches of linguistics; phonology, morphology, syntax, semantics, and pragmatics and review first- and second-language acquisition theory.

CI 658 Cultural Diversity

3 cr hrs
This graduate level course introduces candidates to the diverse racial, cultural and ethnic make-up of the country and region. Candidates will be challenged to explore and confront biases found in education and in their personal life. School policies and procedures, curriculum and activities will be analyzed. Candidates will draft a multicultural stance they could implement to promote change.

CI 668 ESOL Practicum

3 cr hrs
A field experience and seminar for those seeking licensure in ESOL as part of the advanced program. In this culminating course, candidates will have the opportunity to apply knowledge learned in previous courses. Emphasis is placed on teaching, assessing, and evaluating English learners. Application to the teacher education program is required.

CI 675 M.Ed. Project and Capstone

3 cr hrs
In this course, educators will use collected data to enact change. At the end of the implementation period, students will engage in reflective assessment of themselves and their program.

SE 610 Foundations for Special Education Services

4 cr hrs
Our ultimate goal is to create classrooms in which future citizens can learn to respect individual differences, value diversity, and get along with one another. This course provides a safe environment in which to explore the history and philosophy of special education, policies and procedures in special education, and diversity in the classroom. (Fall & Spring)

SE 615 General Methods for Special Education Services

4 cr hrs
This course addresses assessments used for eligibility, placement and curricular decisions (Module A), the special education process from pre-identification through individual program implementation (Module B), and effective collaboration and communication skills with diverse learners, families, colleagues, and community stakeholders (Module C). The course includes a supervised field experience (Module D) including a mandatory observation of the SPED 615 student’s teaching completed by the ACCK instructor. Prerequisite: SPED 610. (Fall & Spring)

SE 621 Grades K-6 Methods for Special Needs and Field Experience

5 cr hrs
This course addresses IEP implementation using evidence-based practices. Emphasis is on collaborative teaching models. Topics of study include lesson planning, basic skill and content area instruction, adapting methods and materials, and progress monitoring. SPED 631: Grades K-6 Field Experience must be taken concurrently. SPED 631 will involve 15 to 20 contact hours with school aged children including 10+ intervention sessions with one student with high-incidence special education needs. Prerequisites: SPED 610 & 615 (Fall & Spring)

SE 641 Grades PreK-3 Methods for Special Needs and Field Experience

5 cr hrs
Grades PreK-3 Methods addresses matching strategies to individual and group needs using evidence-based practices. Topics of study include learning plans, embedded instruction within a tiered framework, setting up the environment, adapting methods and materials, positive behavior supports, and progress monitoring. (Fall & Spring)

SE 645 Behavior Management

2 cr hrs
This course addresses culturally sensitive methods for preventing and intervening with problem behavior. Topics include positive behavior intervention and supports, classroom management, social skills instruction, student support meetings, and functional behavioral analysis, non-averse intervention, and behavior intervention plans. (Fall, Interterm, & Spring)

SE 661 Grades 6 – 12 Methods for Special Needs and Field Experience

5 cr hrs
This course covers both general and specific methods used by special educators to teach students with disabilities. The course includes transition planning and IEP development, instructional planning, and selection of instructional methods to meet the needs of students with high-incidence special education needs. Approaches for selecting methods and materials, for delivering instruction, and for evaluating instructional outcomes based on assessment information will also be demonstrated. (Fall)

SE 681 Grades 4-12 Methods for Special Needs and Field Experience

5 cr hrs
This course covers both general and specific methods used by special educators to teach students with disabilities. The course includes transition planning and IEP development, instructional planning, and selection of instructional methods to meet the needs of students with high-incidence special education needs. Approaches for selecting methods and materials, for delivering instruction, and for evaluating instructional outcomes based on assessment information will also be demonstrated. (Fall & Spring)

SE 731 Grades K-6 Clinical Experience

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 733 Grades K-6 Internship

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 771 Grades 6-12 Clinical Experience

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for secondary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 773 Grades 6-12 Internship

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for secondary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice.This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 751 PreK-12 Clinical Experience

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 753 PreK-12 Internship

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

2022|Catalog 22-23, Master of Education in Transformative Education|

General Education Purpose Statement

At the root of a liberal arts education is a group of courses that are usually referenced as general education requirements. To define this group of courses at McPherson College the faculty first identified qualities that would demonstrate the “ideal McPherson College graduate.” McPherson College’s general education program provides an opportunity for the development of a life-long learner who…

Speaks and writes clearly and effectively;
Acquires and evaluates information;
Understands and is able to use mathematical properties, processes, and symbols;
Understands religion and spiritual traditions as a quest for human identity and has examined his/her own beliefs;
Understands the concept of holistic health and is conscious of his/her physical, emotional and spiritual well-being;
Understands the cultural diversity of our global community;
Assesses value conflicts in issues and makes informed ethical decisions;
Understands the role of service and peace-making in the historical context of McPherson College and the Church of the Brethren;
Integrates knowledge and experience with exploration and choice of career;
Appreciates the arts and literature and is able to make informed aesthetic responses;
Understands his/her relationship to the physical and biological world and the methods of science;
Understands the economics, social, and historical contexts of society;
Thinks critically and creatively;
Demonstrates the appropriate use of technology within his/her academic discipline.

To this end, all students at McPherson College are expected to complete a common set of general education requirements, defined in terms of foundations, seminars, and distribution courses. Students must complete all the general education requirements as outlined below in order to graduate.

2021|08 General Education, Catalog 21-22|

Graduate Program and Courses in Education

The graduate level courses offered by the Curriculum and Instruction Department prepare candidates to grow professionally as service-oriented educators. Choose any of the following options: an ESOL licensure, SPED licensure only, or combine those programs with the core graduate courses in education to earn the M.Ed.

These three programs (ESOL licensure, SPED licensure, and the core) are provided by the Department of Curriculum and Instruction and, like the undergraduate Teacher Education Program, are governed by the Teacher Education Board.

Teacher Education Program

The Teacher Education Program at McPherson College is accredited by the Kansas State Department of Education (900 SW Jackson Street, Topeka, Kansas 66612); and by the National Council for the Accreditation of Teacher Education (NCATE), www.ncate.org (now known as Council for the Accreditation of Educator Preparation (CAEP), www.caepnet.org). This accreditation covers the Teacher Education Program at McPherson College; however, the accreditation does not include individual education courses that the institution offers to P-12 educators for professional development, relicensure, or other purposes.

Licensure Disclosure

McPherson College prepares future teachers for licensure in the state of Kansas. The program requirements may not meet licensure requirements for other states. Students planning to seek teacher licensure outside of Kansas are strongly encouraged to meet with the McPherson College Licensure Officer to discuss future plans. McPherson College Teacher Education Program has not made a determination as to whether our program’s curriculum meets the state’s educational requirements for the following states: Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, and Wyoming.

Mission Statement

The mission of the Teacher Education Program of McPherson College is to develop service-oriented educators who effectively blend the art and science of teaching.

Goals, Objectives, and Dispositions

Goal I: The candidate has the knowledge bases necessary to be an effective teacher in her/his field.

To accomplish this goal, the service-oriented educator will:

Objectives:

Acquire a broad liberal arts knowledge base.
Demonstrate proficiency in his/her major area of licensure.
Acquire effective strategies of teaching in all appropriate content areas and for all learners.
Recognize how students learn and develop.

Disposition: Appreciate the connections among various areas of knowledge and commit to continuous learning.

Goal II: The candidate can apply effective teaching strategies to meet the needs of all learners.

To accomplish this goal, the service-oriented educator will:

Objectives:

Use appropriate best practices for specific content areas and for diverse learners.
Reflect upon his/her teaching and analyze the practices.
Demonstrate understanding and use of formative and summative assessments and make modifications based on them.
Provide motivational techniques based on students’ developmental and environmental needs.

Disposition: Value and respect students’ varied talents and abilities and project enthusiasm for teaching all learners.

Goal III: The candidate fosters relationships and collaborates with school constituencies. To accomplish this goal, the service-oriented educator will:

Objectives:

Communicate effectively in both written and oral formats and through the use of technology.
Solicit input from students, parents, colleagues, and the greater community.
Act on information received from stakeholders.

Disposition: Value the many ways in which people seek to communicate and encourage various modes of communication.

In addition to meeting the Goals, Objectives, and Dispositions of the Teacher Education Program, the graduate-level program must also meet the additional graduate-level Student Learning Outcomes:

Demonstrate graduate-level problem solving and analytical skills.
(Re-)Establish a personal philosophy of education.
Develop graduate-level action research and writing skills.
Develop an understanding of current research, best practices, and new approaches to teaching and/or learning.

Licensure Requirements

The Kansas State Department of Education (KSDE) is the licensing authority in Kansas. According to Kansas regulations, the ESOL and SPED endorsements are considered added endorsements and require a teacher to already hold a license in another endorsement area prior to getting these endorsements. Those teachers choosing to add the ESOL endorsement must pass Praxis licensure exam 5361 with a minimum score of 138.

As a general rule, the ESOL endorsement will be added at the level (k-6, 6-12, or pk-12) at which the regular license is held. It is possible in some cases to add the endorsement at another level. Please consult the licensure officer (Dr. Kirchner) for details.

It is possible to seek the licensure-only option for the ESOL endorsement for candidates who do not desire the graduate courses or who already hold a master’s degree.

A provisional license is available for candidates who have been hired to teach ESOL classes while simultaneously completing the licensure coursework. A provisional license is good for two years and may be renewed once with proof of successful completion of coursework. In order to obtain the provisional license a candidate must 1) already hold a valid teaching license, 2) have completed at least 50 percent of the ESOL program, 3) complete a plan of study, and 4) show proof of employment in the area.

Those students seeking the SPED endorsement must complete the special education content area test, Praxis II. Students will complete the 5543 Special Education Core Knowledge and Mild to Moderate Applications test with a minimum score of 155.

It is possible to seek the licensure-only option for the SPED endorsement for candidates who do not desire the graduate courses or who already hold a master’s degree.

Student Responsibility

Students are ultimately responsible for following procedures and proper sequencing of events leading to professional development and licensure. It is important for students who plan to enter the Teacher Education Program at McPherson College to contact the chair of the program and/or the appropriate advisor.

Licensure in Kansas

In the state of Kansas, teaching is considered to be a profession. Therefore, the Kansas State Department of Education has a Professional Practices Commission to exercise disciplinary and advisory functions over those requesting licensure or working as a certified professional. Teacher licensure can be denied, suspended, or revoked for both felony and non-felony actions.

McPherson College is in compliance with the federal Title II reporting guidelines.

See Licensure Disclosure statement above.

ESOL Licensure Program

The ESOL Licensure Program prepares students for KSDE ESOL endorsement at the k-6, 6-12, or pk-12 levels. This 15-credit-hour program is geared to educators wishing to work with culturally and linguistically diverse students but will also enhance the teaching skills for those in the regular classroom.

The ESOL licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone program.

Required courses:

CI 628 Methods for Teaching ESOL (3 hours)
CI 638 Language Assessment(3 hours)
CI 648 Applied Linguistics (3 hours)
CI 658 Cultural Diversity(3 hours)
CI 668 Practicum(3 hours)

To receive the KSDE ESOL endorsement, candidates must already hold an active Kansas teaching license and pass the English to Speakers of Other Languages Praxis exam 5361 with a minimum score of 138. See more information below under Licensure Requirements.

SPED Licensure Program

SPED Licensure Program prepares students for KSDE SPED endorsement at the k-6, 6-12, or pk-12 levels. This 15-credit-hour program is geared to educators wishing to work with culturally and linguistically diverse students but will also enhance the teaching skills for those in the regular classroom.

The SPED licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone licensure program.

Required courses: K-6

SE 610 Foundations for Special Education Services (4 hours)
SE 615 General Methods for Special Education Services (4 hours)
SE 645 Behavior Management (2 hours)
SE 621 K-6 Methods for SPED and Field Experience (5 hours)
SE 731 K-6 Clinical Experience (6 hours) OR SE 733 Grades K-6 Internship (6 hours)

Required courses: 6-12

SE 610 Foundations for Special Education Services (4 hours)
SE 615 General Methods for Special Education Services (4 hours)
SE 645 Behavior Management (2 hours)
SE 661 Grades 6-12 Methods for Special Needs and Field Experience (5 hours)
SE 771 Grades 6-12 Clinical Experience (6 hours) OR SE 773 Grades 6-12 Internship (4-6 hours)

Required Courses: Pk-12

SE 610 Foundations for Special Education Services (4 hours)
SE 615 General Methods for Special Education Services (4 hours)
SE 645 Behavior Management (2 hours)
SE 641 Grades PreK-3 Methods for Special Needs and Field Experience (4-5 hours)
SE 681 Grades 4-12 Methods for Special Needs and Field Experience (4-5 hours)
SE 751 PreK-12 Clinical Experience (4-6 hours) OR SE 753 PreK-12 Internship (4-6 hours)

Graduate Courses

The core graduate courses are designed around a project-based model in which students identify an area of interest, explore possibilities for change, implement the change, and report the results. Students can focus on what they perceive to be a problem in their local environment or experiment with a new teaching technique. The courses are sequenced to walk students step by step through the project while simultaneously providing the theoretical and practical knowledge needed to make wise decisions.

A sub-thread running through the courses is that of the teacher as leader. Activities built into the courses help students gain confidence to become a better advocate for their students, colleagues, and district.

Required courses:

CI 615 Foundations in Education (3 hours)
CI 620 Fundamentals of Action Research (3 hours)
CI 625 Curriculum and Instruction (3 hours)
CI 640 Teacher as Leader (3 hours)
CI 675 Master’s Project and Capstone (3 hours)

The 15 credit hours of core courses along with the 15 credit hours in the ESOL graduate licensure program constitute the needed courses for the M.Ed.

Applicants for M.Ed. or Graduate Courses in Education

Students may choose any of the following options when applying to the graduate program: ESOL licensure courses, SPED licensure courses, or combine those courses with the core graduate courses to pursue a M.Ed. degree.

Applying for ESOL licensure and/or SPED licensure:

Application for Admission
Official college transcript showing bachelor’s degree earned

Applying to M.Ed. Program with ESOL or SPED licensure:

Application for Admission
Official transcripts for all colleges attended and showing bachelor’s degree earned
College GPA of 3.0
Essay stating professional goals (300 words); please email to [email protected]
Two letters of recommendation

All materials are reviewed by a subcommittee of the Teacher Education Board. The subcommittee’s recommendation is forwarded to Teacher Education Board for final approval.

Conditional Admission

Candidates not meeting the GPA requirement identified above may be admitted to the program on a conditional status assuming there is reasonable evidence of candidate success. Conditionally admitted candidates must earn a minimum GPA of 3.0 in their first six hours in order to remain in the program.

Transfer of Graduate Credits

After acceptance into the M.Ed. program, students who have previously completed graduate credit hours at another accredited institution may apply to have up to 15 graduate credit hours accepted toward the M.Ed. degree, as long as those credits have been earned in the last 10 years at the time of entry into the master’s program.

To request that previously-earned credits be considered for transfer, the student must submit a final official graduate transcript along with a formal request listing the credits from the transcript the student wants considered for transfer. The formal request should include descriptions of the coursework and how it meets the requirements of the M.Ed. program at McPherson College.

Only courses in which a grade of B or better has been earned will be accepted for credit toward the M.Ed. degree. Consequently, a student’s grade point average depends upon courses attempted at McPherson College only. The director of the M.Ed. program at McPherson College evaluates which courses qualify for transfer. The program director may request further information from the student–for example, course descriptions or syllabi–before making a recommendation to the registrar. With the program director’s recommendation in hand, the registrar makes the final decision about the transfer credits. The registrar’s decision is final and cannot be appealed.

2021|Catalog 21-22, Master of Education in Transformative Education|

Master of Education Course Descriptions

CI 615 Foundations of Education

3 cr hrs
This course will explore issues, problems and solutions relevant to schooling in a pluralistic society by viewing schools as social institutions that reflect and influence both the values and the cultural dynamics of a society at large. Issues of race, social class, and gender will be explored as factors of inequity that shape students and teachers both in and out of the classroom. Starting with their own lives, students investigate education as an agent of social change.

Class work as well as experiential assignments will assist participants’ exploration of their own as well as their students’ identities in order to identify the effects of various factors on the teaching experience, educational culture, and school change efforts. Special attention will be given to considerations necessary to implement action research projects.

CI 620 Fundamentals of Action Research

3 cr hrs
This course provides a structured approach to the practice of action research. Educators learn how to identify relevant issues, become involved in collaborative inquiry, and use data and research to inform their practice, improve student academic success, and contribute to positive change in their schools. Students will begin to apply action-research methodologies in their own environments.

CI 625 Curriculum and Instruction

3 cr hrs
This course begins with a historical look at the development of the curriculum in American schools followed by a review of current curricular trends. After exploring what is taught, attention is turned to how it is taught. Multiple approaches of instructions will be explored; each based on a different philosophical theory.

CI 628 Methods for Teaching ESOL

3 cr hrs
This course is designed to prepare candidates to teach English to non-native speakers at either the K-6 level or the 6-12 level. Students will be exposed to ESOL specific teaching techniques and lesson and unit planning. Candidates will research current teaching trends and compile a resource file.

CI 638 Language Assessment

3 cr hrs
This graduate level course is designed to prepare candidates to assess and evaluate language focusing on English language learners. Candidates will select, design, and implement a variety of formal and informal assessments based on appropriate assessment theory (reliability, validity, and practicality). Legal issues, state testing protocol, evaluation of district level assessment systems, and the multiple purposes of assessment (placement, exit, etc.) will be reviewed.

CI 640 Teacher as Leader

3 cr hrs
Teacher as Leader is a graduate course designed to explore several roles that instructional leaders engage in, such as classroom leader, team leader, school leader, organization leader, and/or professional leader. Theoretical perspectives and research examining issues related to group dynamics, motivation, communication, and human relations are explored. Students will look at organizational change, ethical decision-making, team building and adult learning theory.

CI 648 Applied Linguistics

3 cr hrs
This graduate level course introduces candidates to language as a system with a focus on English language learners. Candidates will learn the branches of linguistics; phonology, morphology, syntax, semantics, and pragmatics and review first- and second-language acquisition theory.

CI 658 Cultural Diversity

3 cr hrs
This graduate level course introduces candidates to the diverse racial, cultural and ethnic make-up of the country and region. Candidates will be challenged to explore and confront biases found in education and in their personal life. School policies and procedures, curriculum and activities will be analyzed. Candidates will draft a multicultural stance they could implement to promote change.

CI 668 ESOL Practicum

3 cr hrs
A field experience and seminar for those seeking licensure in ESOL as part of the advanced program. In this culminating course, candidates will have the opportunity to apply knowledge learned in previous courses. Emphasis is placed on teaching, assessing, and evaluating English learners. Application to the teacher education program is required.

CI 675 M.Ed. Project and Capstone

3 cr hrs
In this course, educators will use collected data to enact change. At the end of the implementation period, students will engage in reflective assessment of themselves and their program.

SE 610 Foundations for Special Education Services

4 cr hrs
Our ultimate goal is to create classrooms in which future citizens can learn to respect individual differences, value diversity, and get along with one another. This course provides a safe environment in which to explore the history and philosophy of special education, policies and procedures in special education, and diversity in the classroom. (Fall & Spring)

SE 615 General Methods for Special Education Services

4 cr hrs
This course addresses assessments used for eligibility, placement and curricular decisions (Module A), the special education process from pre-identification through individual program implementation (Module B), and effective collaboration and communication skills with diverse learners, families, colleagues, and community stakeholders (Module C). The course includes a supervised field experience (Module D) including a mandatory observation of the SPED 615 student’s teaching completed by the ACCK instructor. Prerequisite: SPED 610. (Fall & Spring)

SE 621 Grades K-6 Methods for Special Needs and Field Experience

5 cr hrs
This course addresses IEP implementation using evidence-based practices. Emphasis is on collaborative teaching models. Topics of study include lesson planning, basic skill and content area instruction, adapting methods and materials, and progress monitoring. SPED 631: Grades K-6 Field Experience must be taken concurrently. SPED 631 will involve 15 to 20 contact hours with school aged children including 10+ intervention sessions with one student with high-incidence special education needs. Prerequisites: SPED 610 & 615 (Fall & Spring)

SE 641 Grades PreK-3 Methods for Special Needs and Field Experience

5 cr hrs
Grades PreK-3 Methods addresses matching strategies to individual and group needs using evidence-based practices. Topics of study include learning plans, embedded instruction within a tiered framework, setting up the environment, adapting methods and materials, positive behavior supports, and progress monitoring. (Fall & Spring)

SE 645 Behavior Management

2 cr hrs
This course addresses culturally sensitive methods for preventing and intervening with problem behavior. Topics include positive behavior intervention and supports, classroom management, social skills instruction, student support meetings, and functional behavioral analysis, non-averse intervention, and behavior intervention plans. (Fall, Interterm, & Spring)

SE 661 Grades 6 – 12 Methods for Special Needs and Field Experience

5 cr hrs
This course covers both general and specific methods used by special educators to teach students with disabilities. The course includes transition planning and IEP development, instructional planning, and selection of instructional methods to meet the needs of students with high-incidence special education needs. Approaches for selecting methods and materials, for delivering instruction, and for evaluating instructional outcomes based on assessment information will also be demonstrated. (Fall)

SE 681 Grades 4-12 Methods for Special Needs and Field Experience

5 cr hrs
This course covers both general and specific methods used by special educators to teach students with disabilities. The course includes transition planning and IEP development, instructional planning, and selection of instructional methods to meet the needs of students with high-incidence special education needs. Approaches for selecting methods and materials, for delivering instruction, and for evaluating instructional outcomes based on assessment information will also be demonstrated. (Fall & Spring)

SE 731 Grades K-6 Clinical Experience

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 733 Grades K-6 Internship

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 771 Grades 6-12 Clinical Experience

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for secondary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 773 Grades 6-12 Internship

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for secondary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice.This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 751 PreK-12 Clinical Experience

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 753 PreK-12 Internship

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

2021|Catalog 21-22, Master of Education in Transformative Education|

General Education Purpose Statement

At the root of a liberal arts education is a group of courses that are usually referenced as general education requirements. To define this group of courses at McPherson College the faculty first identified qualities that would demonstrate the “ideal McPherson College graduate.” McPherson College’s general education program provides an opportunity for the development of a life-long learner who…

Speaks and writes clearly and effectively;
Acquires and evaluates information;
Understands and is able to use mathematical properties, processes, and symbols;
Understands religion and spiritual traditions as a quest for human identity and has examined his/her own beliefs;
Understands the concept of holistic health and is conscious of his/her physical, emotional and spiritual well-being;
Understands the cultural diversity of our global community;
Assesses value conflicts in issues and makes informed ethical decisions;
Understands the role of service and peace-making in the historical context of McPherson College and the Church of the Brethren;
Integrates knowledge and experience with exploration and choice of career;
Appreciates the arts and literature and is able to make informed aesthetic responses;
Understands his/her relationship to the physical and biological world and the methods of science;
Understands the economics, social, and historical contexts of society;
Thinks critically and creatively;
Demonstrates the appropriate use of technology within his/her academic discipline.

To this end, all students at McPherson College are expected to complete a common set of general education requirements, defined in terms of foundations, seminars, and distribution courses. Students must complete all the general education requirements as outlined below in order to graduate.

2020|08 General Education, Catalog 20-21|

Graduate Program and Courses in Education

The graduate level courses offered by the Curriculum and Instruction Department prepare candidates to grow professionally as service-oriented educators. Choose any of the following options: an ESOL licensure, SPED licensure only, or combine those programs with the core graduate courses in education to earn the M.Ed.

These three programs (ESOL licensure, SPED licensure, and the core) are provided by the Department of Curriculum and Instruction and, like the undergraduate Teacher Education Program, are governed by the Teacher Education Board.

Teacher Education Program

The Teacher Education Program at McPherson College is accredited by the Kansas State Department of Education (900 SW Jackson Street, Topeka, Kansas 66612); and by the National Council for the Accreditation of Teacher Education (NCATE), www.ncate.org (now known as Council for the Accreditation of Educator Preparation (CAEP), www.caepnet.org). This accreditation covers the Teacher Education Program at McPherson College; however, the accreditation does not include individual education courses that the institution offers to P-12 educators for professional development, relicensure, or other purposes.

Mission Statement

The mission of the Teacher Education Program of McPherson College is to develop service-oriented educators who effectively blend the art and science of teaching.

Goals, Objectives, and Dispositions

Goal I: The candidate has the knowledge bases necessary to be an effective teacher in her/his field.

To accomplish this goal, the service-oriented educator will:

Objectives:

Acquire a broad liberal arts knowledge base.
Demonstrate proficiency in his/her major area of licensure.
Acquire effective strategies of teaching in all appropriate content areas and for all learners.
Recognize how students learn and develop.

Disposition: Appreciate the connections among various areas of knowledge and commit to continuous learning.

Goal II: The candidate can apply effective teaching strategies to meet the needs of all learners.

To accomplish this goal, the service-oriented educator will:

Objectives:

Use appropriate best practices for specific content areas and for diverse learners.
Reflect upon his/her teaching and analyze the practices.
Demonstrate understanding and use of formative and summative assessments and make modifications based on them.
Provide motivational techniques based on students’ developmental and environmental needs.

Disposition: Value and respect students’ varied talents and abilities and project enthusiasm for teaching all learners.

Goal III: The candidate fosters relationships and collaborates with school constituencies. To accomplish this goal, the service-oriented educator will:

Objectives:

Communicate effectively in both written and oral formats and through the use of technology.
Solicit input from students, parents, colleagues, and the greater community.
Act on information received from stakeholders.

Disposition: Value the many ways in which people seek to communicate and encourage various modes of communication.

In addition to meeting the Goals, Objectives, and Dispositions of the Teacher Education Program, the graduate-level program must also meet the additional graduate-level Student Learning Outcomes:

Demonstrate graduate-level problem solving and analytical skills.
(Re-)Establish a personal philosophy of education.
Develop graduate-level action research and writing skills.
Develop an understanding of current research, best practices, and new approaches to teaching and/or learning.

Licensure Requirements

The Kansas State Department of Education (KSDE) is the licensing authority in Kansas. According to Kansas regulations, the ESOL and SPED endorsements are considered added endorsements and require a teacher to already hold a license in another endorsement area prior to getting these endorsements. Those teachers choosing to add the ESOL endorsement must pass Praxis licensure exam 5361 with a minimum score of 138.

As a general rule, the ESOL endorsement will be added at the level (k-6, 6-12, or pk-12) at which the regular license is held. It is possible in some cases to add the endorsement at another level. Please consult the licensure officer (Dr. Kirchner) for details.

It is possible to seek the licensure-only option for the ESOL endorsement for candidates who do not desire the graduate courses or who already hold a master’s degree.

A provisional license is available for candidates who have been hired to teach ESOL classes while simultaneously completing the licensure coursework. A provisional license is good for two years and may be renewed once with proof of successful completion of coursework. In order to obtain the provisional license a candidate must 1) already hold a valid teaching license, 2) have completed at least 50 percent of the ESOL program, 3) complete a plan of study, and 4) show proof of employment in the area.

Those students seeking the SPED endorsement must complete the special education content area test, Praxis II. Students will complete the 5543 Special Education Core Knowledge and Mild to Moderate Applications test with a minimum score of 155.

It is possible to seek the licensure-only option for the SPED endorsement for candidates who do not desire the graduate courses or who already hold a master’s degree.

Student Responsibility

Students are ultimately responsible for following procedures and proper sequencing of events leading to professional development and licensure. It is important for students who plan to enter the Teacher Education Program at McPherson College to contact the chair of the program and/or the appropriate advisor.

Licensure in Kansas

In the state of Kansas, teaching is considered to be a profession. Therefore, the Kansas State Department of Education has a Professional Practices Commission to exercise disciplinary and advisory functions over those requesting licensure or working as a certified professional. Teacher licensure can be denied, suspended, or revoked for both felony and non-felony actions.

McPherson College is in compliance with the federal Title II reporting guidelines.

ESOL Licensure Program

The ESOL Licensure Program prepares students for KSDE ESOL endorsement at the k-6, 6-12, or pk-12 levels. This 15-credit-hour program is geared to educators wishing to work with culturally and linguistically diverse students but will also enhance the teaching skills for those in the regular classroom.

The ESOL licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone program.

Required courses:

CI 628 Methods for Teaching ESOL (3 hours)
CI 638 Language Assessment(3 hours)
CI 648 Applied Linguistics (3 hours)
CI 658 Cultural Diversity(3 hours)
CI 668 Practicum(3 hours)

To receive the KSDE ESOL endorsement, candidates must already hold an active Kansas teaching license and pass the English to Speakers of Other Languages Praxis exam 5361 with a minimum score of 138. See more information below under Licensure Requirements.

SPED Licensure Program

SPED Licensure Program prepares students for KSDE SPED endorsement at the k-6, 6-12, or pk-12 levels. This 15-credit-hour program is geared to educators wishing to work with culturally and linguistically diverse students but will also enhance the teaching skills for those in the regular classroom.

The SPED licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone licensure program.

Required courses: K-6

SE 610 Foundations for Special Education Services (4 hours)
SE 615 General Methods for Special Education Services (4 hours)
SE 645 Behavior Management (2 hours)
SE 621 K-6 Methods for SPED and Field Experience (5 hours)
SE 731 K-6 Clinical Experience (6 hours) OR SE 733 Grades K-6 Internship (6 hours)

Required courses: 6-12

SE 610 Foundations for Special Education Services (4 hours)
SE 615 General Methods for Special Education Services (4 hours)
SE 645 Behavior Management (2 hours)
SE 661 Grades 6-12 Methods for Special Needs and Field Experience (5 hours)
SE 771 Grades 6-12 Clinical Experience (6 hours) OR SE 773 Grades 6-12 Internship (4-6 hours)

Required Courses: Pk-12

SE 610 Foundations for Special Education Services (4 hours)
SE 615 General Methods for Special Education Services (4 hours)
SE 645 Behavior Management (2 hours)
SE 641 Grades PreK-3 Methods for Special Needs and Field Experience (4-5 hours)
SE 681 Grades 4-12 Methods for Special Needs and Field Experience (4-5 hours)
SE 751 PreK-12 Clinical Experience (4-6 hours) OR SE 753 PreK-12 Internship (4-6 hours)

Graduate Courses

The core graduate courses are designed around a project-based model in which students identify an area of interest, explore possibilities for change, implement the change, and report the results. Students can focus on what they perceive to be a problem in their local environment or experiment with a new teaching technique. The courses are sequenced to walk students step by step through the project while simultaneously providing the theoretical and practical knowledge needed to make wise decisions.

A sub-thread running through the courses is that of the teacher as leader. Activities built into the courses help students gain confidence to become a better advocate for their students, colleagues, and district.

Required courses:

CI 615 Foundations in Education (3 hours)
CI 620 Fundamentals of Action Research (3 hours)
CI 625 Curriculum and Instruction (3 hours)
CI 640 Teacher as Leader (3 hours)
CI 675 Master’s Project and Capstone (3 hours)

The 15 credit hours of core courses along with the 15 credit hours in the ESOL graduate licensure program constitute the needed courses for the M.Ed.

Applicants for M.Ed. or Graduate Courses in Education

Students may choose any of the following options when applying to the graduate program: ESOL licensure courses, SPED licensure courses, or combine those courses with the core graduate courses to pursue a M.Ed. degree.

Applying for ESOL licensure and/or SPED licensure:

Application for Admission
Official college transcript showing bachelor’s degree earned

Applying to M.Ed. Program with ESOL or SPED licensure:

Application for Admission
Official transcripts for all colleges attended and showing bachelor’s degree earned
College GPA of 3.0
Essay stating professional goals (300 words); please email to [email protected]
Two letters of recommendation

All materials are reviewed by a subcommittee of the Teacher Education Board. The subcommittee’s recommendation is forwarded to Teacher Education Board for final approval.

Conditional Admission

Candidates not meeting the GPA requirement identified above may be admitted to the program on a conditional status assuming there is reasonable evidence of candidate success. Conditionally admitted candidates must earn a minimum GPA of 3.0 in their first six hours in order to remain in the program.

Transfer of Graduate Credits

After acceptance into the M.Ed. program, students who have previously completed graduate credit hours at another accredited institution may apply to have up to 15 graduate credit hours accepted toward the M.Ed. degree, as long as those credits have been earned in the last 10 years at the time of entry into the master’s program.

To request that previously-earned credits be considered for transfer, the student must submit a final official graduate transcript along with a formal request listing the credits from the transcript the student wants considered for transfer. The formal request should include descriptions of the coursework and how it meets the requirements of the M.Ed. program at McPherson College.

Only courses in which a grade of B or better has been earned will be accepted for credit toward the M.Ed. degree. Consequently, a student’s grade point average depends upon courses attempted at McPherson College only. The director of the M.Ed. program at McPherson College evaluates which courses qualify for transfer. The program director may request further information from the student–for example, course descriptions or syllabi–before making a recommendation to the registrar. With the program director’s recommendation in hand, the registrar makes the final decision about the transfer credits. The registrar’s decision is final and cannot be appealed.

2020|Catalog 20-21, Master of Education in Transformative Education|

Master of Education Course Descriptions

CI 615 Foundations of Education

3 cr hrs
This course will explore issues, problems and solutions relevant to schooling in a pluralistic society by viewing schools as social institutions that reflect and influence both the values and the cultural dynamics of a society at large. Issues of race, social class, and gender will be explored as factors of inequity that shape students and teachers both in and out of the classroom. Starting with their own lives, students investigate education as an agent of social change.

Class work as well as experiential assignments will assist participants’ exploration of their own as well as their students’ identities in order to identify the effects of various factors on the teaching experience, educational culture, and school change efforts. Special attention will be given to considerations necessary to implement action research projects.

CI 620 Fundamentals of Action Research

3 cr hrs
This course provides a structured approach to the practice of action research. Educators learn how to identify relevant issues, become involved in collaborative inquiry, and use data and research to inform their practice, improve student academic success, and contribute to positive change in their schools. Students will begin to apply action-research methodologies in their own environments.

CI 625 Curriculum and Instruction

3 cr hrs
This course begins with a historical look at the development of the curriculum in American schools followed by a review of current curricular trends. After exploring what is taught, attention is turned to how it is taught. Multiple approaches of instructions will be explored; each based on a different philosophical theory.

CI 628 Methods for Teaching ESOL

3 cr hrs
This course is designed to prepare candidates to teach English to non-native speakers at either the K-6 level or the 6-12 level. Students will be exposed to ESOL specific teaching techniques and lesson and unit planning. Candidates will research current teaching trends and compile a resource file.

CI 638 Language Assessment

3 cr hrs
This graduate level course is designed to prepare candidates to assess and evaluate language focusing on English language learners. Candidates will select, design, and implement a variety of formal and informal assessments based on appropriate assessment theory (reliability, validity, and practicality). Legal issues, state testing protocol, evaluation of district level assessment systems, and the multiple purposes of assessment (placement, exit, etc.) will be reviewed.

CI 640 Teacher as Leader

3 cr hrs
Teacher as Leader is a graduate course designed to explore several roles that instructional leaders engage in, such as classroom leader, team leader, school leader, organization leader, and/or professional leader. Theoretical perspectives and research examining issues related to group dynamics, motivation, communication, and human relations are explored. Students will look at organizational change, ethical decision-making, team building and adult learning theory.

CI 648 Applied Linguistics

3 cr hrs
This graduate level course introduces candidates to language as a system with a focus on English language learners. Candidates will learn the branches of linguistics; phonology, morphology, syntax, semantics, and pragmatics and review first- and second-language acquisition theory.

CI 658 Cultural Diversity

3 cr hrs
This graduate level course introduces candidates to the diverse racial, cultural and ethnic make-up of the country and region. Candidates will be challenged to explore and confront biases found in education and in their personal life. School policies and procedures, curriculum and activities will be analyzed. Candidates will draft a multicultural stance they could implement to promote change.

CI 668 ESOL Practicum

3 cr hrs
A field experience and seminar for those seeking licensure in ESOL as part of the advanced program. In this culminating course, candidates will have the opportunity to apply knowledge learned in previous courses. Emphasis is placed on teaching, assessing, and evaluating English learners. Application to the teacher education program is required.

CI 675 M.Ed. Project and Capstone

3 cr hrs
In this course, educators will use collected data to enact change. At the end of the implementation period, students will engage in reflective assessment of themselves and their program.

SE 610 Foundations for Special Education Services

4 cr hrs
Our ultimate goal is to create classrooms in which future citizens can learn to respect individual differences, value diversity, and get along with one another. This course provides a safe environment in which to explore the history and philosophy of special education, policies and procedures in special education, and diversity in the classroom. (Fall & Spring)

SE 615 General Methods for Special Education Services

4 cr hrs
This course addresses assessments used for eligibility, placement and curricular decisions (Module A), the special education process from pre-identification through individual program implementation (Module B), and effective collaboration and communication skills with diverse learners, families, colleagues, and community stakeholders (Module C). The course includes a supervised field experience (Module D) including a mandatory observation of the SPED 615 student’s teaching completed by the ACCK instructor. Prerequisite: SPED 610. (Fall & Spring)

SE 621 Grades K-6 Methods for Special Needs and Field Experience

5 cr hrs
This course addresses IEP implementation using evidence-based practices. Emphasis is on collaborative teaching models. Topics of study include lesson planning, basic skill and content area instruction, adapting methods and materials, and progress monitoring. SPED 631: Grades K-6 Field Experience must be taken concurrently. SPED 631 will involve 15 to 20 contact hours with school aged children including 10+ intervention sessions with one student with high-incidence special education needs. Prerequisites: SPED 610 & 615 (Fall & Spring)

SE 641 Grades PreK-3 Methods for Special Needs and Field Experience

5 cr hrs
Grades PreK-3 Methods addresses matching strategies to individual and group needs using evidence-based practices. Topics of study include learning plans, embedded instruction within a tiered framework, setting up the environment, adapting methods and materials, positive behavior supports, and progress monitoring. (Fall & Spring)

SE 645 Behavior Management

2 cr hrs
This course addresses culturally sensitive methods for preventing and intervening with problem behavior. Topics include positive behavior intervention and supports, classroom management, social skills instruction, student support meetings, and functional behavioral analysis, non-averse intervention, and behavior intervention plans. (Fall, Interterm, & Spring)

SE 661 Grades 6 – 12 Methods for Special Needs and Field Experience

5 cr hrs
This course covers both general and specific methods used by special educators to teach students with disabilities. The course includes transition planning and IEP development, instructional planning, and selection of instructional methods to meet the needs of students with high-incidence special education needs. Approaches for selecting methods and materials, for delivering instruction, and for evaluating instructional outcomes based on assessment information will also be demonstrated. (Fall)

SE 681 Grades 4-12 Methods for Special Needs and Field Experience

5 cr hrs
This course covers both general and specific methods used by special educators to teach students with disabilities. The course includes transition planning and IEP development, instructional planning, and selection of instructional methods to meet the needs of students with high-incidence special education needs. Approaches for selecting methods and materials, for delivering instruction, and for evaluating instructional outcomes based on assessment information will also be demonstrated. (Fall & Spring)

SE 731 Grades K-6 Clinical Experience

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 733 Grades K-6 Internship

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 771 Grades 6-12 Clinical Experience

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for secondary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 773 Grades 6-12 Internship

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for secondary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice.This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 751 PreK-12 Clinical Experience

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 753 PreK-12 Internship

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

2020|Catalog 20-21, Master of Education in Transformative Education|

General Education Purpose Statement

At the root of a liberal arts education is a group of courses that are usually referenced as general education requirements. To define this group of courses at McPherson College the faculty first identified qualities that would demonstrate the “ideal McPherson College graduate.” McPherson College’s general education program provides an opportunity for the development of a life-long learner who…

Speaks and writes clearly and effectively;
Acquires and evaluates information;
Understands and is able to use mathematical properties, processes, and symbols;
Understands religion and spiritual traditions as a quest for human identity and has examined his/her own beliefs;
Understands the concept of holistic health and is conscious of his/her physical, emotional and spiritual well-being;
Understands the cultural diversity of our global community;
Assesses value conflicts in issues and makes informed ethical decisions;
Understands the role of service and peace-making in the historical context of McPherson College and the Church of the Brethren;
Integrates knowledge and experience with exploration and choice of career;
Appreciates the arts and literature and is able to make informed aesthetic responses;
Understands his/her relationship to the physical and biological world and the methods of science;
Understands the economics, social, and historical contexts of society;
Thinks critically and creatively;
Demonstrates the appropriate use of technology within his/her academic discipline.

To this end, all students at McPherson College are expected to complete a common set of general education requirements, defined in terms of foundations, seminars, and distribution courses. Students must complete all the general education requirements as outlined below in order to graduate.

2019|08 General Education, Catalog 19-20|

Graduate Program and Courses in Education

The graduate level courses offered by the Curriculum and Instruction Department prepare candidates to grow professionally as service-oriented educators. Choose any of the following options: an ESOL licensure, SPED licensure only or combine those programs with the core graduate courses in education to earn the M.Ed.

These three programs (ESOL licensure, SPED licensure, and the core) are provided by the Department of Curriculum and Instruction and, like the undergraduate Teacher Education Program, are governed by the Teacher Education Board.

Teacher Education Program

The Teacher Education Program at McPherson College is accredited by the Kansas State Department of Education (900 SW Jackson Street, Topeka, Kansas 66612); and by the National Council for the Accreditation of Teacher Education (NCATE), www.ncate.org (now known as Council for the Accreditation of Educator Preparation (CAEP), www.caepnet.org). This accreditation covers the Teacher Education Program at McPherson College; however, the accreditation does not include individual education courses that the institution offers to P-12 educators for professional development, relicensure, or other purposes.

Mission Statement

The mission of the Teacher Education Program of McPherson College is to develop service-oriented educators who effectively blend the art and science of teaching.

Goals, Objectives, and Dispositions

Goal I: The candidate has the knowledge bases necessary to be an effective teacher in her/his field.

To accomplish this goal, the service-oriented educator will:

Objectives:

Acquire a broad liberal arts knowledge base.
Demonstrate proficiency in his/her major area of licensure.
Acquire effective strategies of teaching in all appropriate content areas and for all learners.
Recognize how students learn and develop.

Disposition: Appreciate the connections between various areas of knowledge and commit to continuous learning.

Goal II: The candidate can apply effective teaching strategies to meet the needs of all learners.

To accomplish this goal, the service-oriented educator will:

Objectives:

Use appropriate best practices for specific content areas and for diverse learners.
Reflect upon his/her teaching and analyze the practices.
Demonstrate understanding and use of formative and summative assessments and make modifications based on them.
Provide motivational techniques based on students’ developmental and environmental needs.

Disposition: Value and respect students’ varied talents and abilities and project enthusiasm for teaching all learners.

Goal III: The candidate fosters relationships and collaborates with school constituencies. To accomplish this goal, the service-oriented educator will:

Objectives:

Communicate effectively in both written and oral formats and through the use of technology
Solicit input from students, parents, colleagues, and the greater community.
Act on information received from stakeholders.

Disposition: Value the many ways in which people seek to communicate and encourage various modes of communication.

In addition to meeting the Goals, Objectives, and Dispositions of The Teacher Education Program, the graduate-level program must also meet the additional graduate-level Student Learning Outcomes:

Demonstrate graduate-level problems solving and analytical skills.
(Re)Establish a personal philosophy of education.
Develop graduate-level action research and writing skills.
Develop an understanding of current research, best practices, and new approaches to teaching and/or learning.

Licensure Requirements

The Kansas State Department of Education (KSDE) is the licensing authority in Kansas. According to Kansas regulations, the ESOL and SPED endorsements are considered added endorsements and require a teacher to already hold a license in another endorsement area prior to getting these endorsements. Those teachers choosing to add the ESOL endorsement must pass Praxis licensure exam 5361 with a minimum score of 138.

As a general rule, the ESOL endorsement will be added at the level (k-6, 6-12, or pk-12) at which the regular license is held. It is possible in some cases to add the endorsement at another level. Please consult the licensure officer (Dr. Kirchner) for details.

It is possible to seek the licensure-only option for the ESOL endorsement for candidates who do not desire the graduate courses or who already hold a master’s degree.

A provisional license is available for candidates who have been hired to teach ESOL classes while simultaneously completing the licensure coursework. A provisional license is good for two years and may be renewed once with proof of successful completion of coursework. In order to obtain the provisional license a candidate must 1) already hold a valid teaching license, 2) have completed at least 50 percent of the ESOL program, 3) complete a plan of study, and 4) show proof of employment in the area.

Those students seeking the SPED endorsement must complete the special education content area test, Praxis II. Students will complete the 5543 Special Education Core Knowledge and Mild to Moderate Applications test with a minimum score of 155.

It is possible to seek the licensure-only option for the SPED endorsement for candidates who do not desire the graduate courses or who already hold a master’s degree.

Student Responsibility

Students are ultimately responsible for following procedures and proper sequencing of events leading to professional development and licensure. It is important for students who plan to enter the Teacher Education Program at McPherson College to contact the chair of the program and/or the appropriate advisor.

Licensure in Kansas

In the state of Kansas, teaching is considered to be a profession. Therefore, the Kansas State Department of Education has a Professional Practices Commission to exercise disciplinary and advisory functions over those requesting licensure or working as a certified professional. Teacher licensure can be denied, suspended, or revoked for both felony and non-felony actions.

McPherson College is in compliance with the federal Title II reporting guidelines.

ESOL Licensure Program

The ESOL Licensure Program prepares students for KSDE ESOL endorsement at the k-6, 6-12, or pk-12 levels. This 15 credit hour program is geared to educators wishing to work with culturally and linguistically diverse students, but will also enhance the teaching skills for those in the regular classroom.

The ESOL licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone program.

Required courses:

CI 628 Methods for Teaching ESOL (3 hours)
CI 638 Language Assessment(3 hours)
CI 648 Applied Linguistics (3 hours)
CI 658 Cultural Diversity(3 hours)
CI 668 Practicum(3 hours)

To receive the KSDE ESOL endorsement, candidates must already hold an active Kansas teaching license and pass the English to Speakers of Other Languages Praxis exam 5361 with a minimum score of 138. See more information below under Licensure Requirements.

SPED Licensure Program

SPED Licensure Program prepares students for KSDE SPED endorsement at the k-6, 6-12, or pk-12 levels. This 15 credit hour program is geared to educators wishing to work with culturally and linguistically diverse students, but will also enhance the teaching skills for those in the regular classroom.

The SPED licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone licensure program.

Required courses: K-6

SE 610 Foundations for Special Education Services (4 hours)
SE 615 General Methods for Special Education Services (4 hours)
SE 645 Behavior Management (2 hours)
SE 621 K-6 Methods for SPED and Field Experience (5 hours)
SE 731 K-6 Clinical Experience (6 hours) OR SE 733 Grades K-6 Internship (6 hours)

Required courses: 6-12

SE 610 Foundations for Special Education Services (4 hours)
SE 615 General Methods for Special Education Services (4 hours)
SE 645 Behavior Management (2 hours)
SE 661 Grades 6-12 Methods for Special Needs and Field Experience (5 hours)
SE 771 Grades 6-12 Clinical Experience (6 hours) OR SE 773 Grades 6-12 Internship (4-6 hours)

Required Courses: Pk-12

SE 610 Foundations for Special Education Services (4 hours)
SE 615 General Methods for Special Education Services (4 hours)
SE 645 Behavior Management (2 hours)
SE 641 Grades PreK-3 Methods for Special Needs and Field Experience (4-5 hours)
SE 681 Grades 4-12 Methods for Special Needs and Field Experience (4-5 hours)
SE 751 PreK-12 Clinical Experience (4-6 hours) OR SE 753 PreK-12 Internship (4-6 hours)

Graduate Courses

The core graduate courses are designed around a project-based model in which students identify an area of interest, explore possibilities for change, implement the change, and report the results. Students can focus on what they perceive to be a problem in their local environment or experiment with a new teaching technique. The courses are sequenced to walk students step-by-step through the project while simultaneously providing the theoretical and practical knowledge needed to make wise decisions.

A sub-thread running through the courses is that of the teacher as leader. Activities built into the courses help students gain confidence to become a better advocate for their students, colleagues, and district.

Required courses:

CI 615 Foundations in Education (3 hours)
CI 620 Fundamentals of Action Research (3 hours)
CI 625 Curriculum and Instruction (3 hours)
CI 640 Teacher as Leader (3 hours)
CI 675 Master’s Project and Capstone (3 hours)

The 15 credit hours of core courses along with the 15 credit hours in the ESOL graduate licensure program constitute the needed courses for the M.Ed.

Applicants for M.Ed. or Graduate Courses in Education

Students may choose any of the following options when applying to the graduate program: ESOL licensure courses, SPED licensure courses, or combine those courses with the core graduate courses to pursue a M.Ed. degree.

Applying for ESOL licensure and/or SPED licensure:

Application for Admission
Official college transcript showing bachelor’s degree earned

Applying to M.Ed. Program with ESOL or SPED licensure:

Application for Admission
Official transcripts for all colleges attended and showing bachelor’s degree earned
College GPA of 3.0
Essay stating professional goals (300 words) – please email to [email protected]
Two letters of recommendation

All materials are reviewed by a subcommittee of the Teacher Education Board. The subcommittee’s recommendation is forwarded to Teacher Education Board for final approval.

Conditional Admission

Candidates not meeting the GPA requirement identified above may be admitted to the program on a conditional status assuming there is reasonable evidence of candidate success. Conditionally admitted candidates must earn a minimum GPA of 3.0 in their first six hours in order to remain in the program.

Transfer of Graduate Credits

After acceptance into the M.Ed. program, students who have previously completed graduate credit hours at another accredited institution may apply to have up to 15 graduate credit hours accepted toward the M.Ed. degree as long as those credits have been earned in the last 10 years at the time of entry into the master’s program.

To request that previously-earned credits be considered for transfer, the student must submit a final official graduate transcript along with a formal request listing the credits from the transcript the student wants considered for transfer. The formal request should include descriptions of the coursework and how it meets the requirements of the M.Ed. program at McPherson College.

Only courses in which a grade of B or better has been earned will be accepted for credit toward the M.Ed. degree. Consequently, a student’s grade point average depends upon courses attempted at McPherson College only. The director of the M.Ed. program at McPherson College evaluates which courses qualify for transfer. The program director may request further information from the student, for example, course descriptions or syllabi, before making a recommendation to the registrar. With the programs director’s recommendation in hand, the registrar makes the final decision about the transfer credits. The registrar’s decision is final and cannot be appealed.

2019|Catalog 19-20, Master of Education in Transformative Education|

Master of Education Course Descriptions

CI 615 Foundations of Education

3 cr hrs
This course will explore issues, problems and solutions relevant to schooling in a pluralistic society by viewing schools as social institutions that reflect and influence both the values and the cultural dynamics of a society at large. Issues of race, social class, and gender will be explored as factors of inequity that shape students and teachers both in and out of the classroom. Starting with their own lives, students investigate education as an agent of social change.

Class work as well as experiential assignments will assist participants’ exploration of their own as well as their students’ identities in order to identify the effects of various factors on the teaching experience, educational culture, and school change efforts. Special attention will be given to considerations necessary to implement action research projects.

CI 620 Fundamentals of Action Research

3 cr hrs
This course provides a structured approach to the practice of action research. Educators learn how to identify relevant issues, become involved in collaborative inquiry, and use data and research to inform their practice, improve student academic success, and contribute to positive change in their schools. Students will begin to apply action-research methodologies in their own environments.

CI 625 Curriculum and Instruction

3 cr hrs
This course begins with a historical look at the development of the curriculum in American schools followed by a review of current curricular trends. After exploring what is taught, attention is turned to how it is taught. Multiple approaches of instructions will be explored; each based on a different philosophical theory.

CI 628 Methods for Teaching ESOL

3 cr hrs
This course is designed to prepare candidates to teach English to non-native speakers at either the K-6 level or the 6-12 level. Students will be exposed to ESOL specific teaching techniques and lesson and unit planning. Candidates will research current teaching trends and compile a resource file.

CI 638 Language Assessment

3 cr hrs
This graduate level course is designed to prepare candidates to assess and evaluate language focusing on English language learners. Candidates will select, design, and implement a variety of formal and informal assessments based on appropriate assessment theory (reliability, validity, and practicality). Legal issues, state testing protocol, evaluation of district level assessment systems, and the multiple purposes of assessment (placement, exit, etc.) will be reviewed.

CI 640 Teacher as Leader

3 cr hrs
Teacher as Leader is a graduate course designed to explore several roles that instructional leaders engage in, such as classroom leader, team leader, school leader, organization leader, and/or professional leader. Theoretical perspectives and research examining issues related to group dynamics, motivation, communication, and human relations are explored. Students will look at organizational change, ethical decision-making, team building and adult learning theory.

CI 648 Applied Linguistics

3 cr hrs
This graduate level course introduces candidates to language as a system with a focus on English language learners. Candidates will learn the branches of linguistics; phonology, morphology, syntax, semantics, and pragmatics and review first- and second-language acquisition theory.

CI 658 Cultural Diversity

3 cr hrs
This graduate level course introduces candidates to the diverse racial, cultural and ethnic make-up of the country and region. Candidates will be challenged to explore and confront biases found in education and in their personal life. School policies and procedures, curriculum and activities will be analyzed. Candidates will draft a multicultural stance they could implement to promote change.

CI 668 ESOL Practicum

3 cr hrs
A field experience and seminar for those seeking licensure in ESOL as part of the advanced program. In this culminating course, candidates will have the opportunity to apply knowledge learned in previous courses. Emphasis is placed on teaching, assessing, and evaluating English learners. Application to the teacher education program is required.

CI 675 M.Ed. Project and Capstone

3 cr hrs
In this course, educators will use collected data to enact change. At the end of the implementation period, students will engage in reflective assessment of themselves and their program.

SE 610 Foundations for Special Education Services

4 cr hrs
Our ultimate goal is to create classrooms in which future citizens can learn to respect individual differences, value diversity, and get along with one another. This course provides a safe environment in which to explore the history and philosophy of special education, policies and procedures in special education, and diversity in the classroom. (Fall & Spring)

SE 615 General Methods for Special Education Services

4 cr hrs
This course addresses assessments used for eligibility, placement and curricular decisions (Module A), the special education process from pre-identification through individual program implementation (Module B), and effective collaboration and communication skills with diverse learners, families, colleagues, and community stakeholders (Module C). The course includes a supervised field experience (Module D) including a mandatory observation of the SPED 615 student’s teaching completed by the ACCK instructor. Prerequisite: SPED 610. (Fall & Spring)

SE 621 Grades K-6 Methods for Special Needs and Field Experience

5 cr hrs
This course addresses IEP implementation using evidence-based practices. Emphasis is on collaborative teaching models. Topics of study include lesson planning, basic skill and content area instruction, adapting methods and materials, and progress monitoring. SPED 631: Grades K-6 Field Experience must be taken concurrently. SPED 631 will involve 15 to 20 contact hours with school aged children including 10+ intervention sessions with one student with high-incidence special education needs. Prerequisites: SPED 610 & 615 (Fall & Spring)

SE 641 Grades PreK-3 Methods for Special Needs and Field Experience

5 cr hrs
Grades PreK-3 Methods addresses matching strategies to individual and group needs using evidence-based practices. Topics of study include learning plans, embedded instruction within a tiered framework, setting up the environment, adapting methods and materials, positive behavior supports, and progress monitoring. (Fall & Spring)

SE 645 Behavior Management

2 cr hrs
This course addresses culturally sensitive methods for preventing and intervening with problem behavior. Topics include positive behavior intervention and supports, classroom management, social skills instruction, student support meetings, and functional behavioral analysis, non-averse intervention, and behavior intervention plans. (Fall, Interterm, & Spring)

SE 661 Grades 6 – 12 Methods for Special Needs and Field Experience

5 cr hrs
This course covers both general and specific methods used by special educators to teach students with disabilities. The course includes transition planning and IEP development, instructional planning, and selection of instructional methods to meet the needs of students with high-incidence special education needs. Approaches for selecting methods and materials, for delivering instruction, and for evaluating instructional outcomes based on assessment information will also be demonstrated. (Fall)

SE 681 Grades 4-12 Methods for Special Needs and Field Experience

5 cr hrs
This course covers both general and specific methods used by special educators to teach students with disabilities. The course includes transition planning and IEP development, instructional planning, and selection of instructional methods to meet the needs of students with high-incidence special education needs. Approaches for selecting methods and materials, for delivering instruction, and for evaluating instructional outcomes based on assessment information will also be demonstrated. (Fall & Spring)

SE 731 Grades K-6 Clinical Experience

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 733 Grades K-6 Internship

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 771 Grades 6-12 Clinical Experience

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for secondary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 773 Grades 6-12 Internship

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for secondary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice.This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 751 PreK-12 Clinical Experience

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 753 PreK-12 Internship

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

2019|Catalog 19-20, Master of Education in Transformative Education|

General Education Purpose Statement

At the root of a liberal arts education is a group of courses that are usually referenced as general education requirements. To define this group of courses at McPherson College the faculty first identified qualities that would demonstrate the “ideal McPherson College graduate.” McPherson College’s general education program provides an opportunity for the development of a life-long learner who…

Speaks and writes clearly and effectively;
Acquires and evaluates information;
Understands and is able to use mathematical properties, processes, and symbols;
Understands religion and spiritual traditions as a quest for human identity and has examined his/her own beliefs;
Understands the concept of holistic health and is conscious of his/her physical, emotional and spiritual well-being;
Understands the cultural diversity of our global community;
Assesses value conflicts in issues and makes informed ethical decisions;
Understands the role of service and peace-making in the historical context of McPherson College and the Church of the Brethren;
Integrates knowledge and experience with exploration and choice of career;
Appreciates the arts and literature and is able to make informed aesthetic responses;
Understands his/her relationship to the physical and biological world and the methods of science;
Understands the economics, social, and historical contexts of society;
Thinks critically and creatively;
Demonstrates the appropriate use of technology within his/her academic discipline.

To this end, all students at McPherson College are expected to complete a common set of general education requirements, defined in terms of foundations, seminars, and distribution courses. Students must complete all the general education requirements as outlined below in order to graduate.

2018|08 General Education, Catalog 18-19|

Graduate Program and Courses in Education

The graduate level courses offered by the Curriculum and Instruction Department prepare candidates to grow professionally as service-oriented educators. Choose any of the following options: an ESOL licensure, SPED licensure only or combine those programs with the core graduate courses in education to earn the M.Ed.

These three programs (ESOL licensure, SPED licensure, and the core) are provided by the Department of Curriculum and Instruction and, like the undergraduate Teacher Education Program, are governed by the Teacher Education Board.

Teacher Education Program

The Teacher Education Program at McPherson College is accredited by the Kansas State Department of Education (900 SW Jackson Street, Topeka, Kansas 66612); and by the National Council for the Accreditation of Teacher Education (NCATE), www.ncate.org (now known as Council for the Accreditation of Educator Preparation (CAEP), www.caepnet.org). This accreditation covers the Teacher Education Program at McPherson College; however, the accreditation does not include individual education courses that the institution offers to P-12 educators for professional development, relicensure, or other purposes.

Mission Statement

The mission of the Teacher Education Program of McPherson College is to develop service-oriented educators who effectively blend the art and science of teaching.

Goals, Objectives, and Dispositions

Goal I: The candidate has the knowledge bases necessary to be an effective teacher in her/his field.

To accomplish this goal, the service-oriented educator will:

Objectives:

Acquire a broad liberal arts knowledge base.
Demonstrate proficiency in his/her major area of licensure.
Acquire effective strategies of teaching in all appropriate content areas and for all learners.
Recognize how students learn and develop.

Disposition: Appreciate the connections between various areas of knowledge and commit to continuous learning.

Goal II: The candidate can apply effective teaching strategies to meet the needs of all learners.

To accomplish this goal, the service-oriented educator will:

Objectives:

Use appropriate best practices for specific content areas and for diverse learners.
Reflect upon his/her teaching and analyze the practices.
Demonstrate understanding and use of formative and summative assessments and make modifications based on them.
Provide motivational techniques based on students’ developmental and environmental needs.

Disposition: Value and respect students’ varied talents and abilities and project enthusiasm for teaching all learners.

Goal III: The candidate fosters relationships and collaborates with school constituencies. To accomplish this goal, the service-oriented educator will:

Objectives:

Communicate effectively in both written and oral formats and through the use of technology
Solicit input from students, parents, colleagues, and the greater community.
Act on information received from stakeholders.

Disposition: Value the many ways in which people seek to communicate and encourage various modes of communication.

In addition to meeting the Goals, Objectives, and Dispositions of The Teacher Education Program, the graduate-level program must also meet the additional graduate-level Student Learning Outcomes:

Demonstrate graduate-level problems solving and analytical skills.
(Re)Establish a personal philosophy of education.
Develop graduate-level action research and writing skills.
Develop an understanding of current research, best practices, and new approaches to teaching and/or learning.

Licensure Requirements

The Kansas State Department of Education (KSDE) is the licensing authority in Kansas. According to Kansas regulations, the ESOL and SPED endorsements are considered added endorsements and require a teacher to already hold a license in another endorsement area prior to getting these endorsements. Those teachers choosing to add the ESOL endorsement must pass Praxis licensure exam 5361 with a minimum score of 138.

As a general rule, the ESOL endorsement will be added at the level (k-6, 6-12, or pk-12) at which the regular license is held. It is possible in some cases to add the endorsement at another level. Please consult the licensure officer (Dr. Kirchner) for details.

It is possible to seek the licensure-only option for the ESOL endorsement for candidates who do not desire the graduate courses or who already hold a master’s degree.

A provisional license is available for candidates who have been hired to teach ESOL classes while simultaneously completing the licensure coursework. A provisional license is good for two years and may be renewed once with proof of successful completion of coursework. In order to obtain the provisional license a candidate must 1) already hold a valid teaching license, 2) have completed at least 50 percent of the ESOL program, 3) complete a plan of study, and 4) show proof of employment in the area.

Those students seeking the SPED endorsement must complete the special education content area test, Praxis II. Students will complete the 5543 Special Education Core Knowledge and Mild to Moderate Applications test with a minimum score of 155.

It is possible to seek the licensure-only option for the SPED endorsement for candidates who do not desire the graduate courses or who already hold a master’s degree.

Student Responsibility

Students are ultimately responsible for following procedures and proper sequencing of events leading to professional development and licensure. It is important for students who plan to enter the Teacher Education Program at McPherson College to contat the chair of the program and/or the appropriate advisor.

Licensure in Kansas

In the state of Kansas, teaching is considered to be a profession. Therefore, the Kansas State Department of Education has a Professional Practices Commission to exercise disciplinary and advisory functions over those requesting licensure or working as a certified professional. Teacher licensure can be denied, suspended, or revoked for both felony and non-felony actions.

McPherson College is in compliance with the federal Title II reporting guidelines.

ESOL Licensure Program

The ESOL Licensure Program prepares students for KSDE ESOL endorsement at the k-6, 6-12, or pk-12 levels. This 15 credit hour program is geared to educators wishing to work with culturally and linguistically diverse students, but will also enhance the teaching skills for those in the regular classroom.

The ESOL licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone program.

Although most candidates taking courses will be licensed teachers, the ESOL graduate courses have open enrollment for anyone wishing to learn more about this field, such as those working with adult English language learners.

Required courses:

CI 628 Methods for Teaching ESOL (3 hours)
CI 638 Language Assessment(3 hours)
CI 648 Applied Linguistics(3 hours)
CI 658 Cultural Diversity(3 hours)
CI 668 Practicum(3 hours)

To receive the KSDE ESOL endorsement, candidates must already hold an active Kansas teaching license and pass the English to Speakers of Other Languages Praxis exam 5361 with a minimum score of 138. See more information below under Licensure Requirements.

SPED Licensure Program

SPED Licensure Program prepares students for KSDE SPED endorsement at the k-6, 6-12, or pk-12 levels. This 15 credit hour program is geared to educators wishing to work with culturally and linguistically diverse students, but will also enhance the teaching skills for those in the regular classroom.

The SPED licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone licensure program.

Required courses: K-6

CI 610 Foundations for Special Education Services (4 hours)
CI 615 General Methods for Special Education Services (4 hours)
CI 645 Behavior Management (2 hours)
CI 621/631 K-6 Methods for SPED and Field Experience (5 hours)
CI 731 K-6 Clinical Experience (6 hours) OR CI 733 Grades K-6 Internship (6 hours)

Required courses: 6-12

CI 610 Foundations for Special Education Services (4 hours)
CI 615 General Methods for Special Education Services (4 hours)
CI 645 Behavior Management (2 hours)
CI 661 Grades 6-12 Methods for Special Needs
CI 671 Grades 6-12 Field Experience
CI 771 Grades 6-12 Clinical Experience (6 hours) OR CI 773 Grades 6-12 Internship (4-6 hours)

Required Courses: Pk-12

CI 610 Foundations for Special Education Services (4 hours)
CI 615 General Methods for Special Education Services (4 hours)
CI 645 Behavior Management (2 hours)
CI 641 Grades PreK-3 Methods for Special Needs (4 hours)
CI 651 Grades Prek-3 Field Experience (1 hour)
CI 681 Grades 4-12 Methods for Special Needs (4 hours)
CI 691 Grades 4-12 Field Experience (1 hour)
CI 751 PreK-12 Clinical Experience (4-6 hours) OR CI 753 PreK-12 Internship (4-6 hours)

Graduate Courses

The core graduate courses are designed around a project-based model in which students identify an area of interest, explore possibilities for change, implement the change, and report the results. Students can focus on what they perceive to be a problem in their local environment or experiment with a new teaching technique. The courses are sequenced to walk students step-by-step through the project while simultaneously providing the theoretical and practical knowledge needed to make wise decisions.

A sub-thread running through the courses is that of the teacher as leader. Activities built into the courses help students gain confidence to become a better advocate for their students, colleagues, and district.

Required courses:

CI 615 Foundations in Education (3 hours)
CI 620 Fundamentals of Action Research (3 hours)
CI 625 Curriculum and Instruction (3 hours)
CI 640 Teacher as Leader (3 hours)
CI 675 Master’s Project and Capstone (3 hours)

The 15 credit hours of core courses along with the 15 credit hours in the ESOL graduate licensure program constitute the needed courses for the M.Ed.

Applicants for M.Ed. or Graduate Courses in Education

Students may choose any of the following options when applying to the graduate program: ESOL licensure courses, SPED licensure courses, or combine those courses with the core graduate courses to pursue a M.Ed. degree.

Applying for ESOL licensure and/or SPED licensure:

Application for Admission
Official college transcript showing bachelor’s degree earned

Applying to M.Ed. Program with ESOL or SPED licensure:

Application for Admission
Official transcripts for all colleges attended and showing bachelor’s degree earned
College GPA of 3.0
Essay stating professional goals (300 words) – please email to [email protected]
Two letters of recommendation

All materials are reviewed by a subcommittee of the Teacher Education Board. The subcommittee’s recommendation is forwarded to Teacher Education Board for final approval.

Conditional Admission

Candidates not meeting the GPA requirement identified above may be admitted to the program on a conditional status assuming there is reasonable evidence of candidate success. Conditionally admitted candidates must earn a minimum GPA of 3.0 in their first six hours in order to remain in the program.

Transfer of Graduate Credits

After acceptance into the M.Ed. program, students who have previously completed graduate credit hours at another accredited institution may apply to have up to 15 graduate credit hours accepted toward the M.Ed. degree as long as those credits have been earned in the last 10 years at the time of entry into the master’s program.

To request that previously-earned credits be considered for transfer, the student must submit a final official graduate transcript along with a formal request listing the credits from the transcript the student wants considered for transfer. The formal request should include descriptions of the coursework and how it meets the requirements of the M.Ed. program at McPherson College.

Only courses in which a grade of B or better has been earned will be accepted for credit toward the M.Ed. degree. Consequently, a student’s grade point average depends upon courses attempted at McPherson College only. The director of the M.Ed. program at McPherson College evaluates which courses qualify for transfer. The program director may request further information from the student, for example, course descriptions or syllabi, before making a recommendation to the registrar. With the programs director’s recommendation in hand, the registrar makes the final decision about the transfer credits. The registrar’s decision is final and cannot be appealed.

2018|Catalog 18-19, Master of Education in Transformative Education|

Master of Education Course Descriptions

CI 615 Foundations of Education

3 cr hrs
This course will explore issues, problems and solutions relevant to schooling in a pluralistic society by viewing schools as social institutions that reflect and influence both the values and the cultural dynamics of a society at large. Issues of race, social class, and gender will be explored as factors of inequity that shape students and teachers both in and out of the classroom. Starting with their own lives, students investigate education as an agent of social change.

Class work as well as experiential assignments will assist participants’ exploration of their own as well as their students’ identities in order to identify the effects of various factors on the teaching experience, educational culture, and school change efforts. Special attention will be given to considerations necessary to implement action research projects.

CI 620 Fundamentals of Action Research

3 cr hrs
This course provides a structured approach to the practice of action research. Educators learn how to identify relevant issues, become involved in collaborative inquiry, and use data and research to inform their practice, improve student academic success, and contribute to positive change in their schools. Students will begin to apply action-research methodologies in their own environments.

CI 625 Curriculum and Instruction

3 cr hrs
This course begins with a historical look at the development of the curriculum in American schools followed by a review of current curricular trends. After exploring what is taught, attention is turned to how it is taught. Multiple approaches of instructions will be explored; each based on a different philosophical theory.

CI 628 Methods for Teaching ESOL

3 cr hrs
This course is designed to prepare candidates to teach English to non-native speakers at either the K-6 level or the 6-12 level. Students will be exposed to ESOL specific teaching techniques and lesson and unit planning. Candidates will research current teaching trends and compile a resource file.

CI 638 Language Assessment

3 cr hrs
This graduate level course is designed to prepare candidates to assess and evaluate language focusing on English language learners. Candidates will select, design, and implement a variety of formal and informal assessments based on appropriate assessment theory (reliability, validity, and practicality). Legal issues, state testing protocol, evaluation of district level assessment systems, and the multiple purposes of assessment (placement, exit, etc.) will be reviewed.

CI 640 Teacher as Leader

3 cr hrs
Teacher as Leader is a graduate course designed to explore several roles that instructional leaders engage in, such as classroom leader, team leader, school leader, organization leader, and/or professional leader. Theoretical perspectives and research examining issues related to group dynamics, motivation, communication, and human relations are explored. Students will look at organizational change, ethical decision-making, team building and adult learning theory.

CI 648 Applied Linguistics

3 cr hrs
This graduate level course introduces candidates to language as a system with a focus on English language learners. Candidates will learn the branches of linguistics; phonology, morphology, syntax, semantics, and pragmatics and review first- and second-language acquisition theory.

CI 658 Cultural Diversity

3 cr hrs
This graduate level course introduces candidates to the diverse racial, cultural and ethnic make-up of the country and region. Candidates will be challenged to explore and confront biases found in education and in their personal life. School policies and procedures, curriculum and activities will be analyzed. Candidates will draft a multicultural stance they could implement to promote change.

CI 668 ESOL Practicum

3 cr hrs
A field experience and seminar for those seeking licensure in ESOL as part of the advanced program. In this culminating course, candidates will have the opportunity to apply knowledge learned in previous courses. Emphasis is placed on teaching, assessing, and evaluating English learners. Application to the teacher education program is required.

CI 675 M.Ed. Project and Capstone

3 cr hrs
In this course, educators will use collected data to enact change. At the end of the implementation period, students will engage in reflective assessment of themselves and their program.

SE 610 Foundations for Special Education Services

4 cr hrs
Our ultimate goal is to create classrooms in which future citizens can learn to respect individual differences, value diversity, and get along with one another. This course provides a safe environment in which to explore the history and philosophy of special education, policies and procedures in special education, and diversity in the classroom. (Fall & Spring)

SE 615 General Methods for Special Education Services

4 cr hrs
This course addresses assessments used for eligibility, placement and curricular decisions (Module A), the special education process from pre-identification through individual program implementation (Module B), and effective collaboration and communication skills with diverse learners, families, colleagues, and community stakeholders (Module C). The course includes a supervised field experience (Module D) including a mandatory observation of the SPED 615 student’s teaching completed by the ACCK instructor. Prerequisite: SPED 610. (Fall & Spring)

SE 621 Grades K-6 Methods for Special Needs

4 cr hrs
This course addresses IEP implementation using evidence-based practices. Emphasis is on collaborative teaching models. Topics of study include lesson planning, basic skill and content area instruction, adapting methods and materials, and progress monitoring. SPED 631: Grades K-6 Field Experience must be taken concurrently. SPED 631 will involve 15 to 20 contact hours with school aged children including 10+ intervention sessions with one student with high-incidence special education needs. Prerequisites: SPED 610 & 615 (Fall & Spring)

SE 631 Grades K-6 Field Experience

1 cr hr
This course is a supervised field experience with children in grades K-6 who have an identified disability. The course will emphasize evidence-based practices and techniques presented in SPED 621. Students will participate in IEP development, lesson planning, and instruction. (Fall & Spring)

SE 641 Grades PreK-3 Methods for Special Needs

4 cr hrs
Grades PreK-3 Methods addresses matching strategies to individual and group needs using evidence-based practices. Topics of study include learning plans, embedded instruction within a tiered framework, setting up the environment, adapting methods and materials, positive behavior supports, and progress monitoring. (Fall & Spring)

SE 645 Behavior Management

2 cr hrs
This course addresses culturally sensitive methods for preventing and intervening with problem behavior. Topics include positive behavior intervention and supports, classroom management, social skills instruction, student support meetings, and functional behavioral analysis, non-averse intervention, and behavior intervention plans. (Fall, Interterm, & Spring)

SE 651 Grades PreK-3 Field Experience

1 cr hr
This is a supervised field experience with children in grades PreK-3 who have an identified disability. The course will emphasize evidence-based practices and techniques presented in SPED 641. Students will participate in IEP development, lesson planning, and instruction. (Fall & Spring)

SE 661 Grades 6 – 12 Methods for Special Needs

4 cr hrs
This course covers both general and specific methods used by special educators to teach students with disabilities. The course includes transition planning and IEP development, instructional planning, and selection of instructional methods to meet the needs of students with high-incidence special education needs. Approaches for selecting methods and materials, for delivering instruction, and for evaluating instructional outcomes based on assessment information will also be demonstrated. (Fall)

SE 671 Grades 6 – 12 Field Experience

1 cr hr
This field experience course requires the learner to be assigned to work with a cooperating special education teacher for 15 hours and to work in the same setting(s) as the cooperating teacher. The learner may function in programs described as self-contained, interrelated, categorical, resource, itinerant, special day school, or some combination of these. This one-hour credit placement is made by arrangement through ACCK. Outside preparation time will be required (six to nine hours per week outside preparation) beyond attendance at field experience meetings and required field-based hours. The grade for this class is contingent upon successful completion of the SPED 661 Methods course. (Fall)

SE 681 Grades 4-12 Methods for Special Needs

4 cr hrs
This course covers both general and specific methods used by special educators to teach students with disabilities. The course includes transition planning and IEP development, instructional planning, and selection of instructional methods to meet the needs of students with high-incidence special education needs. Approaches for selecting methods and materials, for delivering instruction, and for evaluating instructional outcomes based on assessment information will also be demonstrated. (Fall & Spring)

SE 691 Grades 4-12 Field Experience

1 cr hr
This field experience course requires the learner to be assigned to work with a cooperating special education teacher for 15 hours and to work in the same setting(s) as the cooperating teacher. The learner may function in programs described as self-contained, interrelated, categorical, resource, itinerant, special day school, or some combination of these. This one-hour credit placement is made by arrangement through ACCK. Outside preparation time will be required (six to nine hours per week outside preparation) beyond attendance at field experience meetings and required field-based hours. The grade for this class is contingent upon successful completion of the SPED 681 Methods course. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 731 Grades K-6 Clinical Experience

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 733 Grades K-6 Internship

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 771 Grades 6-12 Clinical Experience

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for secondary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 773 Grades 6-12 Internship

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for secondary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice.This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 751 PreK-12 Clinical Experience

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 753 PreK-12 Internship

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

2018|Catalog 18-19, Master of Education in Transformative Education|

General Education Purpose Statement

At the root of a liberal arts education is a group of courses that are usually referenced as general education requirements. To define this group of courses at McPherson College the faculty first identified qualities that would demonstrate the “ideal McPherson College graduate.” McPherson College’s general education program provides an opportunity for the development of a life-long learner who…

Speaks and writes clearly and effectively;
Acquires and evaluates information;
Understands and is able to use mathematical properties, processes, and symbols;
Understands religion and spiritual traditions as a quest for human identity and has examined his/her own beliefs;
Understands the concept of holistic health and is conscious of his/her physical, emotional and spiritual well-being;
Understands the cultural diversity of our global community;
Assesses value conflicts in issues and makes informed ethical decisions;
Understands the role of service and peace-making in the historical context of McPherson College and the Church of the Brethren;
Integrates knowledge and experience with exploration and choice of career;
Appreciates the arts and literature and is able to make informed aesthetic responses;
Understands his/her relationship to the physical and biological world and the methods of science;
Understands the economics, social, and historical contexts of society;
Thinks critically and creatively;
Demonstrates the appropriate use of technology within his/her academic discipline.

To this end, all students at McPherson College are expected to complete a common set of general education requirements, defined in terms of foundations, seminars, and distribution courses. Students must complete all the general education requirements as outlined below in order to graduate.

2017|08 General Education, Catalog 17-18|

Graduate Courses in Education

The graduate level courses offered by the Curriculum and Instruction Department prepare candidates to grow professionally as service-oriented educators. Choose one or both options: ESOL graduate licensure &/or graduate courses in education.

ESOL Licensure Program

The ESOL Graduate Licensure Program will prepare students for KSDE ESOL endorsement at the k-6, 6-12, or pk-12 levels. These 15 credit hours are geared toward educators wishing to work with culturally and linguistically diverse students, but will also enhance the teaching skills for those in the regular classroom.

The ESOL licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone program.

Although most candidates taking courses will be licensed teachers, the ESOL graduate certificate has open enrollment for anyone wishing to learn more about this field, such as those working with adult English language learners.

Required courses:

CI 628 Methods for teaching ESOL (3 hours)
CI 638 Language assessment(3 hours)
CI 648 Applied linguistics(3 hours)
CI 658 Cultural diversity(3 hours)
CI 668 Practicum(3 hours)

To receive the KSDE ESOL endorsement, candidates must already hold an active Kansas teaching license and pass the English to Speakers of Other Languages Praxis exam 5361 with a minimum score of 138. See more information below under Licensure Requirements.

Graduate Courses

The core graduate courses are designed around a project-based model in which students identify an area of interest, explore possibilities for change, implement the change, and report the results. Students can focus on what they perceive to be a problem in their local environment or experiment with a new teaching technique. The courses are sequenced to walk students step-by-step through the project while simultaneously providing the theoretical and practical knowledge needed to make wise decisions.

A sub-thread running through the courses is that of the teacher as leader. Activities built into the courses help students gain confidence to become a better advocate for their students, colleagues, and district.

Required courses:

CI 615 Foundations in Education (3 hours)
CI 620 Fundamentals of Action Research (3 hours)
CI 63x Curriculum and Instruction (3 hours)
CI 640x Teacher as Leader (3 hours)
CI 675 Master’s Project and Capstone (3 hours)

The 15 credit hours of core courses along with the 15 credit hours in the ESOL graduate certificate program constitute the needed courses for the M.Ed.*

*Licensure and degree programs pending KSDE and HLC approval anticipated in spring 2016.

Admission Requirements and Process

Application (no fee required)
Proof of bachelor’s degree from an accredited institution
Transcripts from all colleges
GPA of 3.0
Essay stating professional goals (approximately 300 words)
Two letters of recommendation

All materials are reviewed by a subcommittee of the Teacher Education Board. The subcommittee’s recommendation is forward to Teacher Education Board for final approval.

Provisional Admission

Candidates not meeting the GPA requirement identified above may be admitted to the program on a provisional status assuming there is reasonable evidence of candidate success. Provisionally admitted candidates must earn a minimum GPA of 3.0 in their first six hours in order to remain in the program.

Licensure Requirements

The Kansas State Department of Education (KSDE) is the licensing authority in Kansas. According to Kansas regulations, the ESOL endorsement is considered an added endorsement and requires a teacher to already hold a license in another endorsement area prior to getting the ESOL endorsement.

Those teachers choosing to add the ESOL endorsement must pass Praxis licensure exam 5361 with a minimum score of 138. It is possible to add the ESOL endorsement by test only. If this option is desired, a candidate could take selected courses from the ESOL program in preparation for the exam.

As a general rule, the ESOL endorsement will be added at the level (k-6, 6-12, or pk-12) at which the regular license is held. It is possible in some cases to add the endorsement at another level. Please consult the licensure officer (Dr. Kirchner) for details.

It is possible to seek the licensure-only option for the ESOL endorsement for candidates who do not desire the graduate courses or who already hold a master’s degree.

A provisional license is available for candidates who have been hired to teach ESOL classes while simultaneously completing the licensure coursework. A provisional license is good for two years and may be renewed once with proof of successful completion of coursework. In order to obtain the provisional license a candidate must 1) already hold a valid teaching license, 2) have completed at least 50 percent of the ESOL program, 3) complete a plan of study, and 4) show proof of employment in the area.

2017|Catalog 17-18, Master of Education in Transformative Education|

General Education Purpose Statement

At the root of a liberal arts education is a group of courses that are usually referenced as general education requirements. To define this group of courses at McPherson College the faculty first identified qualities that would demonstrate the “ideal McPherson College graduate.” McPherson College’s general education program provides an opportunity for the development of a life-long learner who…

Speaks and writes clearly and effectively;
Acquires and evaluates information;
Understands and is able to use mathematical properties, processes, and symbols;
Understands religion and spiritual traditions as a quest for human identity and has examined his/her own beliefs;
Understands the concept of holistic health and is conscious of his/her physical, emotional and spiritual well-being;
Understands the cultural diversity of our global community;
Assesses value conflicts in issues and makes informed ethical decisions;
Understands the role of service and peace-making in the historical context of McPherson College and the Church of the Brethren;
Integrates knowledge and experience with exploration and choice of career;
Appreciates the arts and literature and is able to make informed aesthetic responses;
Understands his/her relationship to the physical and biological world and the methods of science;
Understands the economics, social, and historical contexts of society;
Thinks critically and creatively;
Demonstrates the appropriate use of technology within his/her academic discipline.

To this end, all students at McPherson College are expected to complete a common set of general education requirements, defined in terms of foundations, seminars, and distribution courses. Students must complete all the general education requirements as outlined below in order to graduate.

2016|08 General Education, Catalog 16-17|

Graduate Courses in Education

The graduate level courses offered by the Curriculum and Instruction Department prepare candidates to grow professionally as service-oriented educators. Choose one or both options: an ESOL graduate certificate &/or graduate courses in education.

ESOL Graduate Certificate

The ESOL Graduate Certificate prepare students for KSDE ESOL endorsement at the k-6, 6-12, or pk-12 levels. This 15 credit hour certificate is geared to educators wishing to work with culturally and linguistically diverse students, but will also enhance the teaching skills for those in the regular classroom.

The ESOL certificate courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone program.

Although most candidates taking courses will be licensed teachers, the ESOL graduate certificate has open enrollment for anyone wishing to learn more about this field, such as those working with adult English language learners.

Required courses:

CI 628 Methods for teaching ESOL (3 hours)
CI 638 Language assessment(3 hours)
CI 648 Applied linguistics(3 hours)
CI 658 Cultural diversity(3 hours)
CI 668 Practicum(3 hours)

To receive the KSDE ESOL endorsement, candidates must already hold an active Kansas teaching license and pass the English to Speakers of Other Languages Praxis exam 5361 with a minimum score of 138. See more information below under Licensure Requirements.

Graduate Courses

The core graduate courses are designed around a project-based model in which students identify an area of interest, explore possibilities for change, implement the change, and report the results. Students can focus on what they perceive to be a problem in their local environment or experiment with a new teaching technique. The courses are sequenced to walk students step-by-step through the project while simultaneously providing the theoretical and practical knowledge needed to make wise decisions.

A sub-thread running through the courses is that of the teacher as leader. Activities built into the courses help students gain confidence to become a better advocate for their students, colleagues, and district.

Required courses:

CI 615 Foundations in Education (3 hours)
CI 620 Fundamentals of Action Research (3 hours)
CI 63x Curriculum and Instruction (3 hours)
CI 640x Teacher as Leader (3 hours)
CI 675 Master’s Project and Capstone (3 hours)

The 15 credit hours of core courses along with the 15 credit hours in the ESOL graduate certificate program constitute the needed courses for the M.Ed.*

*Licensure and degree programs pending KSDE and HLC approval anticipated in spring 2016.

Admission Requirements and Process

Application (no fee required)
Proof of bachelor’s degree from an accredited institution
Transcripts from all colleges
GPA of 3.0
Essay stating professional goals (approximately 300 words)
Two letters of recommendation

All materials are reviewed by a subcommittee of the Teacher Education Board. The subcommittee’s recommendation is forward to Teacher Education Board for final approval.

Provisional Admission

Candidates not meeting the GPA requirement identified above may be admitted to the program on a provisional status assuming there is reasonable evidence of candidate success. Provisionally admitted candidates must earn a minimum GPA of 3.0 in their first six hours in order to remain in the program.

Licensure Requirements

The Kansas State Department of Education (KSDE) is the licensing authority in Kansas. According to Kansas regulations, the ESOL endorsement is considered an added endorsement and requires a teacher to already hold a license in another endorsement area prior to getting the ESOL endorsement.

Those teachers choosing to add the ESOL endorsement must pass Praxis licensure exam 5361 with a minimum score of 138. It is possible to add the ESOL endorsement by test only. If this option is desired, a candidate could take selected courses from the ESOL program in preparation for the exam.

As a general rule, the ESOL endorsement will be added at the level (k-6, 6-12, or pk-12) at which the regular license is held. It is possible in some cases to add the endorsement at another level. Please consult the licensure officer (Dr. Kirchner) for details.

It is possible to seek the licensure-only option for the ESOL endorsement for candidates who do not desire the graduate courses or who already hold a master’s degree.

A provisional license is available for candidates who have been hired to teach ESOL classes while simultaneously completing the licensure coursework. A provisional license is good for two years and may be renewed once with proof of successful completion of coursework. In order to obtain the provisional license a candidate must 1) already hold a valid teaching license, 2) have completed at least 50 percent of the ESOL program, 3) complete a plan of study, and 4) show proof of employment in the area.

2016|Catalog 16-17, Master of Education in Transformative Education|

Purpose Statement

At the root of a liberal arts education is a group of courses that are usually referenced as general education requirements. To define this group of courses at McPherson College the faculty first identified qualities that would demonstrate the “ideal McPherson College graduate.” McPherson College’s general education program provides an opportunity for the development of a life-long learner who…

Speaks and writes clearly and effectively;
Acquires and evaluates information;
Understands and is able to use mathematical properties, processes, and symbols;
Understands religion and spiritual traditions as a quest for human identity and has examined his/her own beliefs;
Understands the concept of holistic health and is conscious of his/her physical, emotional and spiritual well-being;
Understands the cultural diversity of our global community;
Assesses value conflicts in issues and makes informed ethical decisions;
Understands the role of service and peace-making in the historical context of McPherson College and the Church of the Brethren;
Integrates knowledge and experience with exploration and choice of career;
Appreciates the arts and literature and is able to make informed aesthetic responses;
Understands his/her relationship to the physical and biological world and the methods of science;
Understands the economics, social, and historical contexts of society;
Thinks critically and creatively;
Demonstrates the appropriate use of technology within his/her academic discipline.

To this end, all students at McPherson College are expected to complete a common set of general education requirements, defined in terms of foundations, seminars, and distribution courses. Students must complete all the general education requirements as outlined below in order to graduate.

2015|08 General Education, Catalog 15-16|

Statement of Mission and Identity

McPherson College is a vibrant community of persons from diverse faiths and cultural backgrounds committed to its mission: to develop whole persons through scholarship, participation and service.

Chartered in 1887 by leaders of the Church of the Brethren, McPherson College has a 130-year history of providing excellent career-oriented liberal arts education shaped by the essential values of its founding denomination. The Church of the Brethren is a Christian denomination founded in Germany in 1708. It accepts the New Testament as the rule of faith and emphasizes the inherent value of all persons, the communal discernment of truth, the necessity of putting faith into action, and the biblical calls to simplicity, non-violence, non-conformity and transformation through education. Brethren strive to “continue the work of Jesus – peacefully…simply…together.”

McPherson College’s programs integrate career guidance and practical experiences into a traditional liberal arts curriculum that upholds the highest standards of academic excellence. Our goal is to help students discern a vocational call consistent with their gifts and interests and to prepare them for a life of meaningful work.

Community is central to McPherson College. We affirm diversity within the community, emphasizing unity and acceptance rather than judgment and rejection. Because we believe that the pursuit of truth is a collective endeavor, and that the point of scholarly learning is to advance the common good, McPherson College aspires to be a healthy community of learning where whole persons nurture and balance their physical, intellectual, and spiritual components; develop and live in respectful, reciprocal relationships with others; and are committed to responsible service to the world.

To accomplish our mission, McPherson embraces the ideals of scholarship, participation and service.

Scholarship. All absolute Truth is God’s Truth and humankind must labor diligently in the pursuit of truth we can know; thus, McPherson College upholds the highest standards of academic excellence. Faculty strive to teach students to think critically and independently, to communicate clearly and effectively, to integrate knowledge across the disciplines, and to assess the value conflicts in issues. This is done without coercion, letting the evidence lead the search, and with respect for the consciences and value differences of others.

Participation. Students apply knowledge, practice skills, and deepen and broaden their understanding of themselves and others through active participation in diverse learning experiences. A smaller community requires greater participation from its members. For these reasons, McPherson College is committed to being a small college and encouraging student participation in a variety of activities.

Service. God’s love is personified in the life of Jesus who came to serve the world. Through works of peacemaking and compassion, humanity responds to God’s love and becomes an instrument of God’s servanthood in the world. Therefore, McPherson College emphasizes service to others, encouraging all members of its community to give selflessly of themselves to others.

2023|01 Institutional Profile, Catalog 23-24|

Business Course Descriptions

Economics

EC 201 Principles of Economics: Macro

3 hours
The first semester of general economics deals with these major topics: supply and demand, the market system, the role of government; unemployment, economic fluctuations; fiscal and monetary policy approaches to economic stabilization; impact of international trade issues on domestic economic problems. (Fall)

EC 202 Survey of Economics

3 hours
This course is designed to provide non-business majors with a basic understanding of key economic principles from both the “macro” and “micro” perspectives. Topics will include: supply and demand, economic goals and measures, market types, economic fluctuations, monetary and fiscal policy, and international trade. (Spring)

EC 204 Principles of Economics: Micro

3 hours
The second semester of general economics study. The course focuses on concepts of supply and demand in the context of perfect and imperfect product and resource markets. In addition, students apply economic concepts to a variety of current topics, labor unions, income distribution, and health care. It is recommended to first take EC 201 Principles of Economics: Macro. (Spring)

EC 452 International Finance (dormant)

3 hours

Accounting

AC 202 Survey of Accounting

3 hours
This course is designed for managers and personnel in organizations of all sizes who must work with, and understand, accounting and financial information. Students will learn how to read and use financial statements and financial information to make business decisions. Topics include fundamental financial accounting, fundamental cost accounting, terminology, cash and internal control, financial statement analysis, and cash flow. (Fall)

AC 205 Financial Accounting

3 hours
A study of the elements of accounting, the balance sheet, income statement, principles of double entry accounting, the process of closing books, and depreciation methods. (Fall)

AC 206 Managerial Accounting

3 hours
A continuation of Financial Accounting, with the emphasis on various entity capital structures, analysis and interpretation of financial statements, statement of cash flows, present value concepts, and introduction to cost accounting. Prerequisites: AC 205. (Spring)

AC 305 Intermediate Accounting I

3 hours
The first of two in-depth financial accounting courses. The conceptual framework, critical analysis of generally accepted accounting principles, and applications are stressed. Topics include the balance sheet, income statement, the statement of cash flows debt financing, equity financing, earnings per share, and accounting changes and error correction. Prerequisites: C or better in AC 206. (Fall)

AC 306 Intermediate Accounting II

3 hours
The second of two in-depth financial accounting courses. Continued in-depth analysis of generally accepted accounting principles and related applications are emphasized. Topics include the earnings management, revenue cycle, revenue recognition, inventory and cost of goods sold, non-current operating assets, investments, leases, income taxes, pensions, other payroll topics, derivatives, contingencies, etc. Prerequisites: AC 305.(Spring)

AC 315 Cost Accounting

3 hours
The study of standard costing, cash budgeting, process costing, job order costing and their applications to the management decision process. Prerequisite: AC 206, G-BA 130. (Fall, even years)

AC 316 Individual Income Tax

3 hours
The study of individual income tax theory, planning and application. Prerequisites: G-BA 130 and AC206. (Fall)

AC 320 Accounting Information Systems

3 hours
The concept of accounting information systems refers to all accounting procedures designed and implemented to ensure that transactions are properly recorded, processed, and disclosed. This course will use the case method of instruction to assist student skill development in evaluation and construction of accounting systems. This course also provides comprehensive understanding and practical application skills of Intuit’s Quickbooks software. Prerequisites: G-BA 130, and AC 206 concurrently. (Spring)

AC 437 Principles of Auditing

3 hours
The following topics are included in this course: theory and application of the following concepts: materiality, risk, internal control evaluation, and audit evidence (analytical and substantive). Students will learn to evaluate the risk of financial statement assertions and choose appropriate audit procedures. This course concentrates on auditing standards generally accepted in the United States as issued by the AICPA auditing standards board and PCOAB. Other items include financial statement fraud, independence, legal liability, and ethical responsibilities. Concurrent: AC 306 and AC 320. (Spring, odd years)

Business Administration

G-BA 130 Principles of Business Management

3 hours
This course introduces the student to the management process. The course takes an integrated approach to management by examining the role of the manager from a traditional and contemporary perspective while applying decision-making and critical-thinking skills to the challenges facing managers in today’s globally diverse environment. The course examines the techniques for controlling, planning, organizing resources and leading a social institution. Introductory finance and accounting principles will also be addressed. (Fall and Spring)

G-CM 218 Business and Professional Communication

3 hours (Language Intensive)
Business and Professional Communication is a course designed to expose students to strategies for effective communication in a business environment. Students will deal with both oral and written forms of communication. The course will also deal with the effective communication of information through the use of spreadsheets and graphs, as well as on-line communication skills that are essential to success in today’s business environment. Students will learn effective techniques for using technology to enhance an oral presentation as well. (Fall)

G-BA 220 Business Applied Statistics

4 hours
This course is a study of the principles of descriptive statistics, probability, sample and population relationships, estimation, and hypothesis testing. The student will receive a solid foundation in mathematical theory, practical application, and Microsoft Excel. (Spring)

BA 221 Marketing

3 hours
A study of marketing institutions and the functions which they perform: pricing, promotion, distribution, and product development. The course will also address effects of external domestic and international environments on marketing strategy. Prerequisite: G-BA 130. (Fall)

G-BA 230 Personal Finance

3 hours
This course provides an overview of personal and family financial planning with an emphasis on financial recordkeeping, planning your spending, tax planning, consumer credit, making buying decisions, purchasing insurance, selecting investments, and retirement and estate planning. This class is recommended for non-business majors. (Fall, Interterm)

BA 235 Entrepreneurship and Small Business Management

3 hours
Focus is on the start-up and development of a small business. Topics include acquisition of capital; design of accounting systems and cash control; principles of taxation and payroll deductions; financial statement analysis; legal issues related to workers’ compensation, product liability, contracts fundamentals, and forms of business organization; election, hiring, and appraisal of employees; marketing of product; inventory control; location and facilities analysis; and regulatory impacts. Course requires preparation of a complete business plan. Concurrent: G-BA 130. (Fall)

BA 315 Business Law

3 hours
This course is designed to help students master the fundamental and legal and regulatory knowledge necessary to perform in today’s business environment. Students will develop an understanding of how to solve a legal problem and will study topics such as contracts, sales governed by the UCC, bankruptcy, principle- agent relationships and employer/employee legal issues. (Spring)

BA 320 Management Information Systems

3 hours
The concept of management information systems refers to all management procedures designed and implemented to insure that data related to the basic goals, strategies, and operations of the business entity are properly and timely collected, processed, and reported. This course will use the case method of instruction to assist student skill development in evaluation and construction of management systems. This course also provides comprehensive understanding and practical application skills of Microsoft’s Access software. Prerequisites: G-BA 130. (Spring)

BA 322 Advertising and Promotion

3 hours
Advertising and promotion is a course that directly relates to marketing and how advertising drives the company’s’ marketing plan. The class will explore all forms of print and electronic media and learn to evaluate the effectiveness of advertising. The class will revolve around applying material from the text, to developing and executing an actual advertising plan. Client meetings will be held with the organization we will be preparing advertising. After the completion of this course, students will have a full understanding of what goes into an advertising campaign. The students will have a greater appreciation for what it takes to produce a 30-second commercial and budgeting, negotiating and persuading the client. Prerequisite: BA 221. (Fall)

BA 324 Organizational Behavior

3 hours
In depth exploration of the management functions of organizing and leading/directing. Emphasis on individual motivation, group process and team management, leadership styles and effectiveness, organizational communication, decision-making, managing global workforces and diversity, management of change, organizational culture, and organizational design. Prerequisite: G-BA 130. (Fall)

BA 325 Financial Management

3 hours
A study of concepts in financial management including the time-value of money, ratio analysis, cost of capital, capital budgeting, and the valuation of stocks and bonds. The course includes a term project to evaluate the performance of publicly traded companies within an industry. (Book Fee) Prerequisites: AC 206 or AC 202 (Fall)

BA 327 Consumer Behavior

3 hours
This course is designed to help students evaluate why people do what they do when they buy something. Students will examine behavioral science concepts applicable to understand the buyer’s behavior and investigate specific processes of consumer decision-making. Topics will include: purchase decisions, reference groups; and sociological, psychological, and economic aspects of consumer behavior. Additional topics will include: environmental influences on consumer evaluation, consumer attitudes, and post-purchase evaluation. Prerequisite: BA 221. (Spring)

BA 339 Human Resource Management

3 hours
A study of the processes, problems, and opportunities associated with the human resources deployed by an organization. Major topics include planning, staffing, training and development, compensation, employee relations. Prerequisite: G-BA 130. (Spring)

BA 342 International Business

3 hours
This course is a study from the manager’s perspective in the fields of international trade and investment, balance of payments, international financial markets, monetary systems, national trade policy, and international laws. This course also addresses cultural variables in business, and examines how each of a number of basic management activities must be handled differently in the international environment. Prerequisites: EC 204, G-BA 130. (Fall)

G-BA 342IT International Business Travel Trip

3 hours
This course is designed to deliver students a holistic experience of a country other than the United States, with primary attention given to business commerce, and trade relations in a foreign country. Topics experienced will include: economic history through present day, cultural, as well as other historical attributes. The course destination can change year-by-year. Prior course destinations include: Costa Rica, Australia, Italy and Greece. (Note: This course may be substituted for BA342 International Business.)

BA 345 Customer Sales Management

3 hours
This course is designed to demystify the negative stereotypes of sales by exposing students to the sales process and how it fits into the structure of a business and specifically within marketing. Students will practice customer management tactics, negotiation, and persuasive sales techniques. Prerequisites: G-BA 130, BA 221, G-CM 218. (Spring)

BA 426 Financial Analysis

3 hours
A continuation of Financial Management examining in greater depth the topics of capital budgeting, capital structure, financial forecasting, working capital management, acquisitions, and dividend/stock repurchase policies. The primary teaching method is application utilizing case studies. Through these case studies, students will gain an intermediate to advanced proficiency level in Microsoft Excel. Prerequisites: C or better in BA 325, and AC 305 recommended. (Spring)

BA 427 Marketing Research

3 hours
This course focuses on the different types of marketing research (qualitative and quantitative) as well as the complex issues at each stage of the marketing research process, including research objectives, questionnaire construction (specifically for survey research), sampling, data collection, and statistical analysis. Accordingly, this course is appropriate for both prospective users of research results and prospective marketing researchers. Prerequisite: C or better in BA 221, BA 322, and concurrent BA 327. (Spring)

BA 428 Investments

3 hours
A study of investment terminology, financial markets, risk, portfolio theory, and the analysis and evaluation of industries and firms. As part of this class students manage $350,000 of the college’s endowment. Prerequisite: EC 204 or EC 202, and BA 325 (Spring)

BA 451 Money and Banking

3 hours
A study of the nature and function of money, its relation to the overall economy, and the many functions of the domestic and international financial system. Prerequisite: EC 204, AC 206. (Fall)

BA 475 Business Strategy and Policy

3 hours (Senior Seminar and Language Intensive)
This is a capstone course for all Business majors. This course is an intense study of the role of strategic planning in the success of an organization. It provides a framework for such planning and the practical application of strategic planning through case studies. Prerequisites: Prior completion of or contemporaneous enrollment in all other major requirements. Students must be in their final spring semester to enroll for this course. (Spring)

BA 490 Operations Management

3 hours
Operations Management encompasses the theory and application of managing both service and manufacturing industry processes. Topics include: value chain, supply chain, inventory, resource, quality, sequencing, as well as capacity management techniques and practices. Additional areas of emphasis include: operations strategy, goods and services design, facility design, forecasting, process selection and sequencing. Students can expect to learn both the theoretical basis and mathematical application of operations management processes. Prerequisites: G-BA 130, AC206, G-BA220 or G-MA221. (Fall)

Special Course Options
295/495 Field Experience (1-4 hours)
297 Study Abroad (12-16 hours)
299/499 Independent Study (1-4 hours)
388 Career Connections (3-10 hours)
445 Readings and Research (1-4 hours)

2023|Business, Catalog 23-24|

Teacher Education Course Descriptions

(Course numbers listed in parentheses after McPherson College numbers are KICA course numbers.)

CI 101 (SPED 320) Beginning American Sign Language

2 hours
The purpose of this course is to learn the basics of sign language. It will provide the student with an opportunity to express and receive signed communication. (Fall and Spring)

G-CI 150 Introduction to Education

3 hours
This course provides an overview of the historical role of schools in our society, the current governance and finance structures, and the challenges schools face in this new century. It also addresses planning for a career in professional education, and becoming a successful teacher.(Fall and Spring)

CI 202 (SPED 322) Intermediate American Sign Language

2 hours
The purpose of this course is to increase conversational sign language and to introduce interpreting skills. It will provide the student with an opportunity to increase his/her ability to express and receive signed communication, expand his/ her vocabulary, and improve his/her fluency in signing.(Spring)

CI 220 Principles and Strategies of Teaching

3 hours
A general methods class required of all education students. This course must be taken before or concurrent with other EE or CI courses. If taking concurrent, must have permission from the instructor. The class provides an introduction to teaching, including defining the teaching act, developing classroom communities, classroom management, assessment and evaluation, models of teaching, integration of technology, and professional responsibilities. Pre-requisite/co-requisite: G-CI 150 with grade C or better. (Fall and Spring) A minimum grade of C in CI 220 is required as a prerequisite for ALL 300 & 400 level CI, EE or SE courses except G-CI 333.

CI 232 Educational Technology

2 hours
Educational Technology is designed to ensure that teacher education candidates understand the function of technology in schools and society, exhibit skills using instructional tools and technology to gather, analyze, and present information, improve instructional practices, facilitate professional productivity and communication, and help all students use instructional technology effectively. Pre-requisite/co-requisite: CI 220. (Fall and Spring)

G-CI 251 Introduction to Education Practicum

1 hour
This practicum is conducted in the Wichita Public Schools or another urban district. It must be completed before enrolling for EE375 or CI 351. Students are required to spend 30 contact hours in a classroom. This class is offered every semester; however, a block of time must be established to ensure a worthwhile and quality experience. Students will maintain a reflective journal with emphasis on recording observations of teaching and learning, management techniques, the diversity of the student population, and the use of technology. Prerequisite: G-CI 150 and consent of the Director of Field Experiences. To facilitate timely and efficient placements in area schools, the enrollment for this course will close on December 1. (Interterm; Fall or Spring by education department approval only) This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) at an added expense. Candidates are responsible for their own transportation.

CI 310 Topics in Education

2 hours
This course explores one topic relevant to education. As a general rule, students get to more deeply engage in a particular teaching strategy. Possible topics include (but are not limited to) cooperative learning, quantum learning, brain-based education, project-based learning, classroom management, education in the news, and teachers as portrayed in popular media. Prerequisite: G-CI 150 Introduction to Education or instructor’s consent. (Interterm)

CI 315 Reading in the Content Field

2 hours
This course provides students seeking licensure at the PK-12 and 6-12 level the strategies necessary for reading to learn. The strategies learned are appropriate for all content areas and all learners. Future educators will learn how to plan instruction based upon the knowledge of all students, community, subject matter, curriculum outcomes, and current methods of teaching reading. Prerequisite: CI 220. (Fall)

G-CI 333 Intercultural Education

2 hours
A study of our diverse society and how it pertains to education and the educational setting. Students electing to participate in the related field study that adequately depicts intercultural relations in an educational setting must also enroll in CI 495 Field Experience in Education. Prerequisite: CI 220. (Fall and Spring)

CI 351 Secondary Education Practicum & Seminar

1-2 hours
A field experience and seminar for those seeking licensure at the secondary or PK-12 level. This course is offered for variable hour credit depending on the student’s past experience(s) and licensure area(s). Student should consult with her/his advisor and the chair of the Department of Curriculum & Instruction for appropriate registration. This practicum must occur between CI 251 and CI 475. It is recommended that students seeking license at the 6-12 level take this class in conjunction with the appropriate content methods class. Prerequisites: CI 220. Full acceptance to the Teacher Education Program required. If possible, concurrent with CI 455. Enrollment Deadlines–Fall: In order to facilitate efficient and timely placements at area schools, enrollment for this course will close May 1. Interterm: In order to facilitate efficient and timely placements at area schools, enrollment for this course will close December 1. Spring: In order to facilitate efficient and timely placements at area schools, enrollment for this course will close the first day of interterm. (Fall and Spring) This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) at an added expense.

CI 370/MU 370 Methods for Teaching Instrumental Music

3 hours, by consent of Instructor
This course provides an overview of and practical applications in the basic technical aspects of organizing, administrating, teaching, and conducting instrumental ensembles at the public school level. This course is designed for music majors seeking music licensure. (Spring, even years)

CI 371/MU 371 Methods for Teaching Choral Music

3 hours, by consent of Instructor
Materials and procedures for teaching vocal music in grades 7-12. Emphasis is placed on voice production, choral literature and rehearsal, diction, and administration of the classroom. This course is designed for students seeking music licensure. (Spring, odd years)

CI 372/MU 372 Methods for Teaching General Music

3 hours, by consent of Instructor
Materials and procedures for teaching general music in grades PreK-6. Emphasis is placed on understanding the basic concepts of music as they relate to specific age levels, as well as studying the major approaches to music education. Proper vocal technique for young students and the teaching of music fundamentals is covered as well. This course is designed for music majors seeking music licensure. (Fall, odd years)

CI 401/AR 401 Methods for Teaching Art in the Secondary School

2 hours
This is a comprehensive study of secondary art curricula and instructional methods relevant to today’s art educator in the public schools. Discussions will address a multitude of current trends, issues, and “hot” topics on the national scene, including the National Art Standards. Considerable time and effort will be spent on writing and developing art curricula around the four content areas of art production, art history, art criticism, and aesthetics. Preparing and delivering a micro-teaching experience at McPherson High School is also a component of this course. Prerequisite: CI 220. (Spring)

CI 404 Methods for Teaching Modern Language

3 hours
This course is designed to prepare the prospective second language teacher for successful teaching at the PK-12 level. It provides theories of second language acquisition and second language teaching methods. Includes planning strategies, measurement/evaluations, test item construction, effective discipline, inclusionary practices, and technology media. Students become familiar with professional organizations and their publication/resources. In microteaching, including group and self-evaluation, students demonstrate current second language methodology. Prerequisite: CI 220. (As needed)

CI 406 (ED 406) Methods for Teaching Natural Science in the Secondary School

3 hours
This course is designed to provide the prospective teacher with knowledge and skill for teaching the natural sciences at the secondary level (grades 6-12). Content includes curriculum selection and design, safe laboratory management and operation, integration of curriculum, inclusionary practices, methods and modalities of teaching, assessment, classroom application of various forms of technology, and professional organizations. Microteaching, classroom observation and group and self-evaluation are included. Prerequisite: CI 220. (Spring. Offered through KICA. Course meets in person.)

CI 407 (ED 467) Methods for Teaching Mathematics in the Secondary School

3 hours
This course is designed to provide the prospective secondary level (grades 6-12) mathematics teacher the methods of teaching contemporary mathematics content. Topics include methods of presentation, awareness of national mathematics organizations, the writing of unit/daily lesson plans, microteaching of a math lesson, selecting materials, techniques of assessment, inclusionary practices, classroom application of various forms of technology, and techniques of assessment. Prerequisite: CI 220. (Spring. Offered through KICA. Course meets in person.)

CI 408 (ED 440) Methods for Teaching Social and Behavioral Science in the Secondary School

3 hours
This course is designed to prepare students for successful teaching at the secondary level (grades 6-12) in both the social and behavioral sciences. Emphasis is placed on different approaches and practices of instruction planning and classroom management, selection and classroom application of various forms of technology, evaluation and questioning techniques, state assessments, research methods, professional organizations and the inclusive classroom. Prerequisite: CI 220. (Spring. Offered through KICA. Course meets in person.)

CI 410/PE 410 Methods for Teaching Physical Education and Health in the Secondary Schools

4 hours
A study of various teaching techniques and analysis of fundamental skills of physical education activities in the secondary school setting. The course offers an opportunity to explore various teaching techniques in individual, dual, and team activities in the field of physical education and health for the secondary schools. Additionally, this course has been designed to integrate theory and conceptual learning with practical laboratory experiences. Creating an inclusive gym/classroom as well as adaptive PE are included. Prerequisites: PE 110, PE 160, PE 161, G-CI 150, G-CI 251, CI 220. (Interterm)

CI 416 (ED 416) Methods for Teaching Speech and Theatre in the Secondary School

3 hours
This course requires students to apply speech and drama content to the techniques needed for effective secondary level (grades 6-12) classroom teaching. Opportunities are provided for students to exercise their teaching skills in the areas of unit plans, daily lesson plans, teaching strategies, evaluation, assessment, classroom management, inclusion and different learning styles. Discussions of resource allocation, safety, classroom application of various forms of technology, and professional organizations are also included. Each student is encouraged to develop his/her personal philosophy of education and incorporate it in relation to integrity/ethics in the classroom and personal evaluation to maintain a sense of balance and growth. Prerequisite: CI 220. (As needed)

CI 417 (ED 415) Methods for Teaching English and Language Arts in the Secondary School

3 hours
This course is designed to assist student teachers in becoming confident, effective professional educators in secondary level English (grades 6-12). Students will become familiar with a variety of specific methods to use in teaching literature, composition, and language. Among topics to be considered will be current trends in English curriculum development, the six-trait writing process, inclusionary practices, classroom organization, assessment, classroom application of various forms of technology, and professional organizations. Each student will develop a unit of instruction suitable for a secondary level classroom. Prerequisite: CI 220. (Spring. Offered through KICA. Course meets in person.)

CI 428 Methods for Teaching English as a Second Language in the Elementary & Secondary School

3 hours
This course is designed to prepare students to teach English to non-native speakers at either the K-6 level or the 6-12 level. Students will be exposed to teaching techniques, lesson and unit planning, and language assessment. Cultural issues will also be explored. Prerequisite: CI 220. (Fall. Offered concurrently with CI628 ESOL Methods.)

CI 455 The Teaching-Learning Process

3 hours (Language Intensive)
A comprehensive course that deals primarily with the learner, the learning process, and the learning situation. Examines the role of the teacher in relationship to each of these. This class should be taken the semester before student teaching. Prerequisite: CI 220. If possible, concurrent with junior practicum – EE 375 or CI 351. (Fall and Spring)

CI 475 Student Teaching in the Secondary School

6 or 12 hours
Student Teaching in the Secondary School at McPherson College is a capstone experience allowing students to practice the skills and talents necessary to become effective educators. McPherson College offers student teaching at the appropriate level for all licensure purposes. Student teaching occurs after students have fulfilled all the necessary requirements as outlined in the Advisor/Advisee Handbook. The student teaching experience is scheduled for a full semester, but a minimum of 14 consecutive weeks. Placement and hours may depend on the area(s) of licensure. Students enrolled in this course must have completed the student teaching application process and be concurrently enrolled in CI 476. (Fall and Spring) This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) at an added expense.

CI 476 Professional Seminar in Education

2 hours
This is a capstone seminar for teaching candidates allowing an interactive opportunity to reflect upon and share their insight, expertise, and commitment to professional education. Must be taken in conjunction with CI 475 and/or EE 465. (Fall and Spring)

CI 495/295 Field Experiences in Education

1-4 hours
An elective laboratory oriented field experience that the student elects to take, or is assigned to, in an educational setting that is designed to enrich their understanding of the profession of education. This experience may or may not be tied to requirements in another course within the department or college. Involvement may be in an educational related role or with an approved experience anywhere in the world. Arrangements must be made in advance. (Fall/Interterm/Spring. By Permission Only.) This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) at an added expense.

G-EE 210 Children’s Literature

3 hours
In this course students use the language arts of reading, writing, listening, and speaking to explore the historical development of children’s literature in English from its origins through the contemporary period, with an emphasis on contemporary works. While exploring how children’s literature artfully structures people’s experiences, values, and cultures, students will learn the elements of children’s literature, different genres, and current issues pertaining to children’s literature. For elementary education majors, the knowledge and appreciation of children’s literature developed in the course will serve as foundational knowledge for the Reading/Language Arts methods courses. Prerequisite: Sophomore status or consent of instructor. (Spring)

EE 230 Methods for Teaching Mathematics in the Elementary School I

3 hours
This course provides the knowledge base for future elementary teachers to know, understand, and use major concepts, procedures, and reasoning processes of mathematics that define numbers and operations, geometry, measurement, data analysis and probability, and algebra so that all students understand relationships that can represent phenomena, solve problems, and manage data. This course focuses on assessment and evaluation and teaching strategies for grades K-2. Prerequisite: CI 220. (Fall)

EE 301/AR 358 Methods for Teaching Art in the Elementary School

1 or 4 hours (1 hour for ELED majors, 4 hours for Art majors)
This course is a comprehensive study of elementary art curricula and methods relevant to today’s educator in the public schools. Topics to be covered include: current techniques and materials, issues in art, basic design concepts, the developmental states of children in an art program, and curriculum implementation. (Fall)

EE 303 Reading and Language Arts I

4 hours
This course delivers the knowledge base for understanding and using concepts from emerging literacy, science of reading, language, and child development to teach reading, writing, speaking, viewing, listening, and thinking skills and to help all students successfully apply their developing literacy skills to many different situation, materials, and ideas. This course focuses on literacy assessment and evaluation and methods for teaching K-3 grade levels. (Fall) This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) at an added expense.

EE 304 Methods for Teaching Music in the Elementary School

1 hour
This course is for elementary education majors. The emphasis is placed on methods for teaching elementary school children and the integration of music into the elementary school curriculum. Prerequisite: CI 220.(Fall)

EE 305/PE 409 Methods for Teaching Physical Education and Health in the Elementary School

2 hours (2 hours for ELED majors, 4 hours for PE majors)
This course is designed to introduce prospective elementary school health, physical education and classroom teachers to the fundamentals, principles, and practices of physical education at the elementary school level. Movement exploration and methods will be stressed in the variety of play activities introduced. Additionally, this course has been designed to integrate theory and concept learning with practical laboratory experiences. Prerequisites: CI 220. (Spring)

EE 306 Methods for Teaching Science in the Elementary School

3 hours
This course provides the knowledge base for future elementary teachers to understand and use fundamental concepts in science (including physical, life, and earth and space) as well as concepts in science and technology, science in personal social perspective, the history and nature of science, the unifying concepts of science, and the inquiry process scientists use in discovery of new knowledge to build a base for scientific and technological literacy for all students. Prerequisite: CI 220. (Fall) This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) at an added expense.

EE 307 Methods for Teaching Mathematics in the Elementary School II

3 hours
This course provides the knowledge base for future elementary teachers to know, understand, and use the major concepts, procedures, and reasoning processes of mathematics that define numbers and operations, geometry, measurement, data analysis and probability, and algebra so that all students understand relationships that can represent phenomena, solve problems, and manage data. This course focuses on assessment and evaluation and teaching strategies for grades 3-6. Prerequisite: CI 220 and EE 230. (Spring) This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) at an added expense.

EE 309 Methods for Teaching Social Studies in the Elementary School

3 hours
A class designed for equipping elementary pre-service teachers with skills, strategies, and major concepts germane to the six social studies literacies: history, geography, socio-politics, citizenship, economics, and culture. This course includes a field experience. Prerequisite: CI 220. (Spring) This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) at an added expense.

EE 375 Elementary Education Practicum & Seminar

1-2 hours
A field experience and seminar for those seeking licensure in elementary education at the K-6 level and those seeking licensure in art, physical education, and Spanish at the PK-12 level. This course is offered for variable hour credit depending on student’s past experience(s) and licensure area(s). Student should consult with her/his advisor and the Chair of Teacher Education Program for appropriate registration. This practicum must occur between CI 251 and EE 465. Prerequisites: CI 220. Full acceptance to Teacher Education Program required. (Fall and Spring; Interterm by education department permission only) This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) at an added expense.

EE 444 Reading/Language Arts II

3 hours (Language Intensive)
This course provides a structure for providing future elementary teachers an opportunity to use concepts from emerging literacy, science of reading, language, and child development to teach reading, writing, speaking, viewing, listening, and thinking skills and to help all students successfully apply their developing literacy skills to many different situation, materials, and ideas. This course focuses on assessment and evaluation and teaching strategies for grades 4-6. This course includes a field experience. Prerequisites: EE 303 and CI 220 (Spring) This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) at an added expense.

EE 465 Student Teaching in the Elementary School

6 or 12 hours
Student Teaching in the Elementary School at McPherson College is a capstone experience allowing students to practice the skills and talents necessary to become effective educators. McPherson College offers student teaching at the appropriate level for all licensure purposes. Student teaching occurs after students have fulfilled all the necessary requirements as outlined in the Advisor/Advisee Handbook. The student teaching experience is scheduled for a full semester, a minimum of 14 consecutive weeks. Placement and hours may depend on the area(s) of licensure. Students enrolled in this course must have completed the student teaching application process and be concurrently enrolled in CI 476. (Fall and Spring) This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) at an added expense.

SE 210 Introduction to Infants, Children, and Youth with Special Needs

3 hours
This class is a survey of federal and state mandates for special education, including an overview of categorical exceptionalities delineated in the laws; service delivery systems; advocacy groups; the concept of natural environments and least restrictive environments; and the purpose and function of the IFSP and IEP. The class, which is required for all students seeking licensure in education, is designed to introduce all pre-service teachers to mild and moderate disabilities. The course also serves as a foundation for additional special education coursework. This course is a prerequisite for other special education courses. (Fall and Spring)

SE 220 Field Experience in Services for Students with Special Needs

1 hour
An early field placement for directed observation of special education teachers working with elementary- or secondary-level students with mild/moderate disabilities. (Fall, Interterm, Spring, and Summer) This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) at an added expense.

SE 310 Foundations for Special Education Services

4 hours
This course addresses historical perspectives and current practices (Module A), laws, regulations, and policies governing practice (Module B), and affects of individual differences, language, and culture on educational performance (Module C). The course includes a supervised field experience (Module D). Concurrent: Modules A-D. (Fall & Spring)

SE 315: General Methods for Special Education Services

4 hours
This course addresses assessments used for eligibility, placement and curricular decisions (Module A), the special education process from pre-identification through individual program implementation (Module B), and effective collaboration and communication skills with diverse learners, families, colleagues, and community stakeholders (Module C). The course includes a supervised field experience (Module D). Concurrent: Modules A-D Prerequisite: SPED 310 (Fall & Spring)

SE 321 Grades K-6 Methods for Special Needs and Field Experience

5 hours
This course addresses IEP implementation using evidence-based practices. Emphasis is on collaborative teaching models. Topics of study include lesson planning, basic skill and content area instruction, adapting methods and materials, positive behavior supports, and progress monitoring. SPED 331: Grades K-6 Field Experience must be taken concurrently. Prerequisites: SPED 310 & 315. (Fall & Spring)

SE 341 Grades PreK-3 Methods and Field Experience

5 hours
Grades PreK-3 Methods, addresses strategies to individual and group needs using evidence-based practices. Topics of study include learning plans, embedded instruction within a tiered framework, setting up the environment, adapting methods and materials, positive behavior supports, and progress monitoring. SPED 351, Grades PreK-3 Field Experience, must be taken concurrently. SPED 341 will involve 15 to 20 contact hours including 10 hours reading/pre-literacy and writing/pre-writing interventions with 1 child.

SE 345 Behavior Management

2 hours
This course addresses culturally sensitive methods for preventing and intervening with problem behavior. Topics include school-wide discipline systems, classroom management, social skills instruction, student support meetings (Module A) and functional analysis, non-aversive intervention, and behavior intervention plans (Module B). (Fall & Spring)

SE 361 Grades 6-12 Methods for Special Needs and Field Experience

5 hours
This course addresses IEP implementation, including transition components. Emphasis is on self-determination, self-advocacy, career awareness, and post- school options in specific outcome areas. Topics of study include curriculum standards, lesson planning, basic skills instruction, learning strategies, adapting methods, materials and assessments, positive behavior supports, and progress monitoring. SPED 371: Grades 6-12 Field Experience must be taken concurrently. Prerequisites: SPED 310 & 315. (Fall)

SE 381 Grades 4-12 Methods and Field Experience

5 hours
The SPED 381 course covers both general and specific methods used by special educators to teach students with disabilities. The course includes transition planning and IEP development, instructional planning, and selection of instructional methods to meet the needs of students with adaptive special education needs. Approaches for selecting methods and materials, for delivering instruction, and for evaluating instructional outcomes based on assessment information will also be demonstrated. (Spring)

SE 431 Grades K-6 Clinical Experience (Student Teaching)

6 hours
This course is a supervised teaching experience with a special educator who provides services for elementary level students with adaptive learning needs. The preservice teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. Prerequisites: SPED 210, 310, 315, 345, and 321 or 331. Concurrent or subsequent semester: SPED 499. (Fall, Spring & Summer) This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) at an added expense.

SE 433 Grades K-6 Internship

4-6 hours
This course is a supervised teaching experience with an on-site mentor who provides or supervises services for elementary level students with adaptive learning needs. Emphasis is on application of research-based content knowledge and pedagogy and reflective, culturally sensitive practice. This internship is designed for practicing teachers adding grades K-6 adaptive licensure or for students who have completed a special education clinical experience. Prerequisites: SPED 210, 310, 315, 345, and 321 or 331. Concurrent or subsequent semester: SPED 499. (Fall, Spring & Summer) This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) at an added expense.

SE 451 Grades PreK-12 Clinical Experience

5 hours
This course is a supervised teaching experience with a special educator who provides services for any of the grades PreK–12 level students with adaptive learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. Prerequisites: SPED 310, 315, 345, 341, 351, 361, and 371. Concurrent or subsequent semester: SPED 499. (Fall, Spring & Summer) This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) at an added expense.

SE 453 Grades PreK-12 Internship

5 hours
This course is a supervised teaching experience working with an on-site mentor and/or evaluator. Emphasis is on application of research-based content knowledge and pedagogy and reflective, culturally sensitive practice. This internship is designed for the student hired on a waiver teaching in his/her own classroom. The intern will apply knowledge from all coursework and learning experiences to appropriately adapt and modify learning; manage students and classroom environment being culturally-sensitive to student and family differences; align and implement learning with IEP goals; assess learning; develop and implement academic and behavior intervention plans based on assessments and best practices; develop a case study/IEP, plan, implement, and evaluate lessons; plan and implement appropriate transitions, education and services for the specified grade level (PreK-12)/ages of students; and practice systematic self-evaluation. Prerequisites: SPED 310, 315, 345, 341, 351, 361, and 371. Concurrent or subsequent semester: SPED 499. (Fall, Spring & Summer) This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) at an added expense.

SE 471 Grades 6-12 Clinical Experience (Student Teaching)

6 hours
This course is a supervised teaching experience with a special educator who provides services for secondary level students with adaptive learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. Prerequisites: SPED 210, 310, 315, 345, and 361 or 371 Concurrent or subsequent semester: SPED 499. (Fall, Spring & Summer) This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) at an added expense.

SE 473 Grades 6-12 Internship

4-6 hours
This course is a supervised teaching experience with an on-site mentor who provides or supervises services for secondary level students with adaptive learning needs. Emphasis is on application of research-based content knowledge and pedagogy and reflective, culturally sensitive practice. This internship is designed for practicing teachers adding grades 6-12 adaptive licensure or for students who have completed a special education clinical experience. Prerequisites: SPED 210, 310, 315, 345, and 361 or 371. Concurrent or subsequent semester: SPED 499. (Fall, Spring & Summer) This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) at an added expense.

SE 499 Capstone Issues

1 hour
This course is designed to provide students with an opportunity to reflect on their clinical experience or internship and professional role with peers, ACCK faculty, and special educators. Topics of discussion include professionalism, ethical issues, advocacy, diversity, and resources. Prerequisites: SPED 210, 310, 315, 345, 321 & 331 or 361 & 371. Concurrent or previous semester: SPED 431 or SPED 471 (or comparable Internship). (Fall, Spring & Summer)

SE 349 Communication Development and Communication Disorders

3 hours
This class offers a survey of normal and atypical language development, assessment, bilingual education, contributions of the educator to overcoming language problems, and the relationships between oral language and reading and writing. There are no prerequisites for this course. (Interterm and Summer)

SE 380/678 Topics in Special Education:

1 hour
This course will focus on bringing the students up to date on current methods, changes In the field of special education, and new information related to the characteristics of children and youth with special needs. With consent of advisor.

Special Course Options
295/495 Field Experience (1-4 hours)
297 Study Abroad (12-16 hours)
299/499 Independent Study (1-4 hours)
388 Career Connections (3-10 hours)
445 Readings and Research (1-4 hours)

2023|Catalog 23-24, Curriculum & Instruction|

Health and Sport Studies Program

Department Mission

McPherson College students in the Department of Health and Sport Studies will develop an understanding of the multiple dimensions associated with the human body, which encompass physical, psychological, social, environmental, emotional, spiritual, and occupational realms.

By embracing this multi-dimensional approach, the department captures the essence of a liberal arts education: developing the whole person. Furthermore, the department will contribute to the fulfillment of the college’s mission as follows:

Scholarship – Achieving academic excellence by elevating the scholastic expectations of our students and exceeding the accreditation standards of the allied health and sport professions. The department will offer strategically designed, career-oriented degree programs to prepare students for a future beyond the McPherson College campus.
Participation – Utilizing the Enterprising McPherson College Student model to provide students the opportunity to explore, experience, and engage all the facets associated with our degree programs. In addition to the academic preparation, students will interact with, and be mentored by, experts in the allied health and sport professions.
Service – Promoting and emphasizing the importance of serving others. Instilling this altruistic nature will contribute to the development of the whole person and prepare our students to be positive, active, and responsible members of society. They will be ready to embrace inclusivity, equality, and equity to encourage diversity in the allied health and sport professions and society.

Department Goals

Scholarship – Ensure students will gain the necessary content knowledge, application competence, and communication aptitude to excel in the allied health and sport professions.
Practice – Connect students with pertinent and fruitful experiential learning opportunities to gain occupational skills from experts within the allied health and sport professions.
Critical Thinking – Provide the techniques and skills to question, evaluate, and create positive and progressive solutions for challenging obstacles within the allied health and sport professions.
Diversity – Increase students’ awareness of the value of a diverse society, the essentials to promoting a diverse community, and enhance their abilities to function in diverse allied health and sport occupational environments.
Service – Develop leadership skills and sympathetic character traits to be active leaders in their allied health, sport, and personal communities.

B.S. in Health Science with Movement Emphasis

Core Requirements (43 hours)

G-BI 111 College Biology I (4 hours)
G-CH 111 College Chemistry I (5 hours)
BI 112 College Biology II (4 hours)
HS 175 Health Systems (3 hours)
HS 275 Career Exploration in Health Science/Healthcare Management (2 hours)
G-HS/PE 190 Social and Behavioral Determinants of Health (3 hours)
G-PY 101 Introduction to Psychology (3 hours)
G-CM 218 Business and Professional Communication (3 hours)
G-MA 221 Elementary Applied Statistics (4 hours)
PE 330 Physiology of Exercise (3 hours)
HS 375 Junior Seminar in Health Science/Healthcare Management (3 hours)
HS 395 Healthcare Administration, Leadership, and Management (3 hours)
HS 475 Senior Capstone in Health Science/Healthcare Management (6 hours)

Movement Emphasis Requirements (27 hours)

CH 112 College Chemistry II (5 hours)
G-BI 210 Principles of Nutrition (3 hours)
G-PH 215 General Physics I (4 hours)
PH 216 General Physics II (4 hours)
BI 225 Human Anatomy (4 hours)
BI 315 Human Physiology (4 hours)
PE 411 Kinesiology (3 hours)

Total: 70 hours

Recommended Courses

PY 204 Child and Adolescent Development (3 hours)
G-PR 104 Ethics (3 hours)
HS 207 Medical Terminology (2 hours)
PE 301 Human Growth and Motor Development (3 hours)
PY 305 Abnormal Psychology (3 hours)
PE 385 Care and Treatment of Athletic Injury (3 hours)
HS 388 Internship (1-4 hours)

Orthotics and Prosthetics Specific Course:

BI 310 Statistical Data Analysis (4 hours)

B.S. in Health Science with Allied Health Emphasis

Core Requirements (43 hours)

G-BI 111 College Biology I (4 hours)
G-CH 111 College Chemistry I (5 hours)
BI 112 College Biology II (4 hours)
HS 175 Health Systems (3 hours)
HS 275 Career Exploration in Health Science/Healthcare Management (2 hours)
G-HS/PE 190 Social and Behavioral Determinants of Health (3 hours)
G-PY 101 Introduction to Psychology (3 hours)
G-CM 218 Business and Professional Communication (3 hours)
G-MA 221 Elementary Applied Statistics (4 hours)
PE 330 Physiology of Exercise (3 hours)
HS 375 Junior Seminar in Health Science/Healthcare Management (3 hours)
HS 395 Healthcare Administration, Leadership, and Management (3 hours)
HS 475 Senior Capstone in Health Science/Healthcare Management (6 hours)

Allied Health Emphasis Requirements (25 hours)

PY 204 Child and Adolescent Development (3 hours)
PY 305 Abnormal Psychology (3 hours)
BI 225 Human Anatomy (4 hours)
BI 315 Human Physiology (4 hours)
HS 207 Medical Terminology (2 hours)
G-SO 101 Introduction to Sociology (3 hours)
G-PR 104 Ethics (3 hours)
PE 301 Human Growth and Motor Development (3 hours)

Total: 68 hours

Recommended Courses

G-PH 215 General Physics I (4 hours)
PE 411 Kinesiology (3 hours)
HS 388 Internship (1-4 hours)

Nursing School Preparation Specific Courses:

G-BI 210 Principles of Nutrition (3 hours)
BI 234 Microbiology (5 hours)
BI 283 Genetics (4 hours)

B.S. in Health Science with Public and Community Health Emphasis

Core Requirements (43 hours)

G-BI 111 College Biology I (4 hours)
G-CH 111 College Chemistry I (5 hours)
BI 112 College Biology II (4 hours)
HS 175 Health Systems (3 hours)
HS 275 Career Exploration in Health Science/Healthcare Management (2 hours)
G-HS/PE 190 Social and Behavioral Determinants of Health (3 hours)
G-PY 101 Introduction to Psychology (3 hours)
G-CM 218 Business and Professional Communication (3 hours)
G-MA 221 Elementary Applied Statistics (4 hours)
PE 330 Physiology of Exercise (3 hours)
HS 375 Junior Seminar in Health Science/Healthcare Management (3 hours)
HS 395 Healthcare Administration, Leadership, and Management (3 hours)
HS 475 Senior Capstone in Health Science/Healthcare Management (6 hours)

Public and Community Health Emphasis Requirements (23 hours)

G-SO 101 Introduction to Sociology (3 hours)
G-MA 111 Calculus (4 hours)
HS 200 Public and Community Health (3 hours)
G-BI 210 Principles of Nutrition (3 hours)
HS 290 Health Policy (3 hours)
BI 325 Human Ecology, Epidemiology, and Public Health (4 hours)
PY 305 Abnormal Psychology (3 hours)

Total: 66 hours

Recommended Courses

G-PR 104 Ethics (3 hours)
G-NS 141 Environmental Science (4 hours)
HS 207 Medical Terminology (2 hours)
HS 388 Internship (1-4 hours)

B.S. in Healthcare Management

Requirements

G-BI 101 Principles of Biology (4 hours)
G-CH 101 Principles of Chemistry (4 hours)
G-BA 130 Principles of Business Management (3 hours)
G-PE 150 Concepts in Holistic Health (3 hours)
HS 175 Health Systems (3 hours)
G-HS/PE 190 Social and Behavioral Determinants of Health (3 hours)
HS 200 Public and Community Health (3 hours)
EC 202 Survey of Economics (3 hours)
AC 205 Financial Accounting (3 hours)
AC 206 Managerial Accounting (3 hours)
G-CM 218 Business and Professional Communication (3 hours)
BA 221 Marketing (3 hours)
HS 275 Career Exploration in Health Science/Healthcare Management (2 hours)
HS 290 Health Policy (3 hours)
BA 215 Business Law (3 hours)
HS 325 Healthcare Finance (3 hours)
BA 325 Financial Management (3 hours)
BA 339 Human Resource Management (3 hours)
HS 375 Junior Seminar in Health Science/Healthcare Management (3 hours)
HS 395 Healthcare Administration, Leadership, and Management (3 hours)
HS 475 Senior Capstone in Health Science/Healthcare Management (3 hours)

Total: 64 hours

B.S. in Sport Studies

Requirements

PE 100 Introduction to Physical Education and Sport (3 hours)
G-BI 101 Principles of Biology (4 hours)
PE 105 Introduction to Sport Management (3 hours)
G-PE 150 Concepts in Holistic Health (3 hours)
G-BI 210 Principles of Nutrition (3 hours)
PE 220 Human Anatomy and Physiology (3 hours)
PE 244 Sport and Society (3 hours)
PE 289 Sport and Exercise Psychology (3 hours)
PE 301 Human Growth and Motor Behavior (3 hours)
PE 304 Theories, Principles, and Leadership of Coaching (3 hours)
PE 330 Exercise Physiology (3 hours)
PE 385 Care and Treatment of Athletic Injuries (3 hours)
PE 400 Skill Development, Physical Training, and Tactics in Coaching (3 hours)
PE 475 Senior Capstone (3 hours)

Total: 43 hours

Additional Requirements for Teacher Education Majors, PK-12 (46 credit hours)

G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)
PY 204 Child and Adolescent Development (3 hours)
SE 210 Introduction to Infant, Child, Youth with Special Needs (3 hours)
CI 220 Principles and Strategies of Teaching (3 hours)
CI 232 Educational Technology (2 hours)
CI 251 Introduction to Education Practicum (1 hour)
CI 315 Reading in the Content Field (2 hours)
CI 333 Intercultural Education (2 hours)
CI 351 Secondary Education Practicum (1 hour)
EE 375 Elementary Education Practicum (1 hour)
PE 409/CI 409 Methods for Teaching Physical Education and Health in Elementary Schools (4 hours)
PE 410/CI 410 Methods for Teaching Physical Education and Health in Secondary Schools (4 hours)
CI 455 The Teaching-Learning Process (3 hours)
EE 465 Student Teaching in the Elementary School (6 hours)
CI 475 Student Teaching in the Secondary School (6 hours)
CI 476 Professional Seminar in Education (2 hours)

Total: 92 hours

B.S. in Sport Management

Requirements

PE 100 Introduction to Physical Education and Sport (3 credit hours)
PE 105 Introduction to Sport Management (3 credit hours)
G-BA 130 Principles in Business Management (3 credit hours)
EC 202 Survey of Economics (3 credit hours)
AC 202 Survey in Accounting (3 credit hours)
G-CM 218 Business and Personal Communication (3 credit hours)
G-BA 220 Business Applied Statistics or G-MA 221, Elementary Applied Statistics (4 credit hours)
BA 221 Marketing (3 credit hours)
PE 244 Sport and Society (3 credit hours)
PE 289 Sport and Exercise Psychology (3 credit hours)
BA 215 Business Law (3 credit hours)
BA 324 Organizational Behavior (3 credit hours)
BA 325 Financial Management (3 credit hours)
BA 339 Human Resource Management (3 credit hours)
PE 415 Sport Management (3 credit hours)
PE 420 Sport Marketing (3 credit hours)
PE 425 Sport Finance (3 credit hours)
PE 430 Governance and Policy in Sport (3 credit hours)
PE 475 Senior Capstone (3 credit hours)

Total: 58 hours

2023|Catalog 23-24, Health and Sport Studies|

Health and Sport Studies Course Descriptions

Health Science Course Descriptions

HS 175 Health Systems

3 hours
This course provides an overview of how healthcare is organized and how healthcare services are delivered in the U.S. It explores issues such as healthcare access, cost, and quality. It will cover the roles of government, patients, health professionals, hospitals, insurers and pharmaceutical companies, as well as the interactions of these stakeholders. The course aims to provide skills in critical and analytical thinking and decision-making related to the U.S. healthcare system and the people in it. (Fall)

G-HS/PE 190 Social and Behavioral Determinants of Health

3 hours
This course considers health and health behaviors within the context of social, cultural, and environmental influences on individual behaviors. The course will also explore motivation and self-esteem theories. Health behavior programs related to communities and athletics. Theories of health promotion, health behavior change, and health education will be explored. (Spring)

HS 200 Public and Community Health

3 hours
This course offers a basic introduction to the issues of public health, major public health problems, and public health systems. The class examines core principles of public health, focusing on a community perspective. Student learn about public health approaches to health assessment, health promotion, disease prevention, and the outcomes of public health initiatives at the local, state, and national levels. Prerequisites: G-PE 150 and HS 175. (Fall)

HS 207 Medical Terminology

2 hours
An introduction to the study of medical terms that brings to life the language of medicine. This course will help students develop an understanding of how to communicate fluently in a healthcare setting. This course will explain medical terms in the context of the anatomy and physiology of different body systems as well as how the body works in health and disease. This course does not include a laboratory. (Interterm)

HS 275 Career Exploration in Health Science/Healthcare Management

2 hours
This course educates students about the wide range of careers available in the healthcare industry. A minimum of 20 total hours of observation in a hospital setting is required. Outcomes of this course include enhanced clarity about career directions through deeper understanding of personal strengths, values, aptitude, and interest. Prerequisites: G-EN 110, G-EN 111, and HS 175. (Spring)

HS 290 Health Policy

3 hours
Students explore key health policy concepts in the U.S. health care system. They examine governmental and non-governmental policy-making processes and learn to analyze policies and evaluate policy outcomes. Students will learn how U.S. policy-making processes interact with the structure of the U.S. healthcare system and the implications of changes to these processes and the system. The effect of health policy on the health of rural communities, in particular, is analyzed along with the intersection of U.S. health policy with infectious diseases, bioethics, and globalization. Prerequisites: G-EN 110, G-EN 111, HS 175 and G-HS 190. (Spring)

HS 325 Healthcare Finance

3 hours
This course focuses on the critical issues in financing healthcare in the U.S., from supply costs to third-party reimbursement. The course addresses determinants of demand for healthcare, such as population demographics and health status, insurance coverage and out-of-pocket costs, and public expectations of health professionals and technology. The course will explore the role of health professionals in guiding and shaping the allocation of resources in healthcare markets and the roles of competition in U.S. healthcare. A focus of the course is how healthcare managers use financial data to manage their organizations and inform decision-making processes. The course also introduces students to the basic principles and tools of budget and resource management. Prerequisites: HS 290. (Fall)

HS 375 Junior Seminar in Health Science/Healthcare Management

2-3 hours
This course builds on the foundation of personal development and career exploration achieved in HS 275 Career Exploration in Health Science/Healthcare Management. Students will work with experienced healthcare practitioners a minimum of 20 hours. The course also takes students through the steps of developing, writing, and submitting the proposal for their senior capstone project. Capstone proposals are reviewed by the appropriate health science/healthcare management faculty and must be approved before capstone experiences begin. Prerequisites: G-CM 218. Fall/Spring (3 hours) Interterm (2 hours)

HS 395 Healthcare Administration, Leadership, and Management

3 hours
This course connects an overview of healthcare delivery systems with in-depth explorations of organizational theory and traditional managerial and executive leadership roles found in healthcare facilities. Leadership competencies and skills are developed through the examination of topics such as team building, strategic planning, compliance with professional standards and governmental regulations, management and development of human resources, managerial problem solving, and organizational communication, among others. Prerequisites: HS 200 and HS 325. (Spring)

HS 475 Senior Capstone in Health Science/Healthcare Management

3-6 hours
Students will complete their capstone hours over their final two semesters at McPherson College. Students will finalize their capstone proposal in consultation with a proctoring faculty member. Capstones are designed based on unique personal and professional goals. Students will record their experience and observations and reflect on their personal and professional growth throughout their capstone experience. In the final semester, students will present their capstone portfolio in a public presentation. Students seeking a degree from the 2022 or older catalog: 6 credit hours; students seeking a degree from the 2023 or newer catalog: 3 credit hours. Prerequisites: HS 375. (Fall, Spring)

Sport Studies Course Descriptions

PE 100 Introduction to Physical Education and Sport

3 hours
Students will explore the historical and philosophical origins of physical education and sport, which have influenced the development of these institutions in American society. (Fall, Spring)

PE 105 Introduction to Sport Management

3 hours
Students will be introduced to the intricate nature of the sport industry. This course will provide an overview of the historical aspects, managing and leading techniques, various sporting environments, functions, and challenges related to sport management. (Fall, Spring)

G-PE 150 Concepts in Holistic Health

3 hours
This course is designed to present the student with health and wellness principles and offer suggestions for their application. These principles will be examined using a traditional approach with a variety of cultural influences. Major areas of study include mind-body interrelatedness and control, stress management, individual fitness, health and health related topics, and lifestyle management. (Fall, Spring)

PE 220 Human Anatomy and Physiology

3 hours
This course is designed to introduce the student to the science of the body structure and function. Content is presented in a simple to complex pattern which includes the design and function of cells, body systems, and the interdependence of systems. Prerequisites: PE 100, G-BI 101. (Fall)

PE 244 Sport and Society

3 hours
This course will provide students with an opportunity to learn about the sociological and cultural aspects of sport. Students will acquire a broad understanding of social settings and cultural issues as they relate to sport and physical activity. Prerequisite: PE 100 and a minimum of Sophomore standing. (Fall)

PE 289 Sport and Exercise Psychology

3 hours
This course will provide insight into the theories, subject matter, and latest empirical research concerning the cognitive processes and emotional states that regulate and influence performance in sport, exercise, and other physical activities. Prerequisite: PE 100 and a minimum of Sophomore standing. (Spring)

PE 301 Human Growth and Motor Behavior

3 hours
Students will examine how the human body grows and develops and the relationships with motor control, learning, and development. Prerequisites: a minimum of Sophomore standing. (Fall)

PE 304 Theories, Principles, and Leadership of Coaching

3 hours (Language Intensive)
This course will provide students the knowledge and tools to develop a philosophical and practical foundation to their coaching styles. Students will learn how to make sound decisions that will lead to success in the coaching profession. Prerequisites: PE 100, PE 105, and a minimum of Junior standing. (Fall)

PE 330 Exercise Physiology

3 hours
Students will study the relationship between exercise and human physiology. Prerequisites: PE 100, G-BI 210, PE 220, and a minimum of Junior standing. (Fall)

PE 385 Care and Treatment of Athletic Injuries

3 hours
The purpose of this course is to provide students with a wide spectrum of information on the care and treatment of athletes and their injuries. It is designed to provide an overview of emergency procedures and immediate assessment of injured athletes. The importance of preventative measures and an overview of the responsibilities of an athletic trainer and coach will be addressed. Prerequisites: PE 301, PE 330, and a minimum of Junior standing. (Spring)

PE 400 Skill Development, Physical Training, and Tactics in Coaching

3 hours
Students will learn the proper teaching and analytical techniques and methods to develop healthy and successful athletes and teams. Some of the topics covered include athlete performance assessment and evaluation, skill acquisition, athletic conditioning techniques, development, practice and conditioning programming, and the social-psychological aspects of training and coaching. Prerequisites: PE 304, and Junior standing. (Fall)

PE 409/CI 409 Methods for Teaching Physical Education and Health in Elementary Schools

4 hours
This course is designed to introduce prospective elementary school physical education, health, and classroom teachers to the fundamentals, principles, and practices of physical education and health at the elementary school level. Movement exploration and methods, including adaptive physical education, will be learned in the variety of play and sport activities. Further, the methods and modalities for teaching school health will be explored while examining the potential health problems of the individual school child associated with school and home environments. This course includes a practical laboratory component. Prerequisites for Elementary Education majors: G-PE 150 and CI 220. Prerequisites for Sport Studies majors: G-CI 150, CI 220. (Spring)

PE 410/CI 410 Methods for Teaching Physical Education and Health in Secondary Schools

4 hours
This course is designed to acquaint the student with a variety of teaching techniques, methods, and modalities for teaching physical education and health at the secondary school level. Proper movement skills and development, and healthy habits will be stressed to encourage lifelong physical activity and a healthy lifestyle. Adaptive physical education and the impact of sociocultural and socioeconomic factors will be integrated in the course. There is a practical laboratory component. Prerequisites: G-CI 150, CI 220, and PE 385. (Fall)

PE 415 Sport Management

3 hours
Students will develop an advanced understanding of the planning, organizing, leading, and controlling aspects of a sport organization. Prerequisites: PE 105, G-CM 218, PE 244, PE 289, BA 324, BA 339, and a minimum of Junior standing. (Fall)

PE 420 Sport Marketing

3 hours
Students will explore the historical, contemporary, and future issues and trends in sport marketing. Further, students will learn and apply the marketing concepts and strategies utilized in the sport industry. Prerequisites: PE 105, G-CM 218, BA 221, PE 244, PE 289, BA 324, and a minimum of Junior standing. (Spring)

PE 425 Sport Finance

3 hours
Students will extend their financial management knowledge within the sport realm by focusing on topics such as time value of money, debt and equity financing, capital budgeting and spending earnings in the sport industry. Prerequisites: PE 105, G-BA 130, G-BA 220 or G-MA 221, PE 244, BA 325 and a minimum of Junior standing. (Spring)

PE 430 Governance and Policy in Sport

3 hours
Students will explore governance structures and processes related to policy within public, private, not-for-profit, and non-profit sport sectors in the United States. Through this examination, students will learn effective governance systems and the challenges and obstacles encountered by sport organizations. Further, it will be highlighted how sports issues revolved around specific topics such as ethnicity, national identity, sex, gender, diversity, disability, violence, deviance, health and event hosting can impact policy and governance structures. Prerequisites: PE 105, PE 244, BA 315, BA 324, and a minimum of Junior standing. (Spring)

PE 475 Senior Capstone

3 hours
This is the culminating or “capstone” course for Sport Science and Sport Management majors who do not participate in student teaching. Students are paired with a mentor in their chosen field to gain practical experience that will enhance their understanding of a potential career in the sport industry. Prerequisites for Sport Studies majors: PE 304, PE 385, and Senior standing. Prerequisites: Senior standing. (Fall, Spring)

Special Course Options

PE 295/PE 495 Field Experience (1-4 credit hours for each course)
PE 297 Study Abroad (12-16 credit hours)
PE 299/PE 499 Independent Study (1-4 credit hours for each course)
PE 388 Career Connections (3-10 credit hours)
PE 445 Readings and Research (1 credit hour–Language Intensive)

Intercollegiate Competition Credit Hours

After completing one year of intercollegiate athletic competition, students may enroll in intercollegiate competition (PE 211-21 and PE 311-21) for 1 credit hour; however, a maximum of 2 credit hours for intercollegiate competition will count toward graduation. Students who transfer credits are limited to 2 credit hours for intercollegiate competition.

PE 209/PE 309 Intercollegiate Cheerleading (1 credit hour each)
PE 211/PE 311 Intercollegiate Softball–Women (1 credit hour each)
PE 212/PE 312 Intercollegiate Tennis (1 credit hour each)
PE 213/PE 313 Intercollegiate Football–Men (1 credit hour each)
PE 214/PE 314 Intercollegiate Basketball (1 credit hour each)
PE 215/PE 315 Intercollegiate Cross Country (1 credit hour each)
PE 216/PE 316 Intercollegiate Track and Field (1 credit hour each)
PE 217/PE 317 Intercollegiate Volleyball–Women (1 credit hour each)
PE 219/PE 319 Intercollegiate Soccer (1 credit hour each)
PE 221/PE 321 Intercollegiate Baseball (1 credit hour each)

2023|Catalog 23-24, Health and Sport Studies|

Psychology Program

Purpose Statement

The psychology program commits itself to developing majors with pre- professional training and non-majors with basic knowledge of and skills in psychology. The program achieves this purpose when its students:

have acquired knowledge and skills requisite for entry into selected professions, especially pre-professional careers in the behavioral sciences
have acquired knowledge and skills requisite for entry into graduate programs in psychology and related fields
have bridged the gap between theory and practice through internships
can critically analyze human and nonhuman behavior through exposure to psychological theories and research methods
have enhanced their sensitivity and appreciation of diversity and inclusion issues by studying cultural expectations and approaches to psychological adjustment different from their own

In addition to preparing its majors, psychology contributes to the general education program and serves other majors.

Students who wish to double major in psychology and sociology need have only one emphasis.

Psychology Major

Core Requirements (41 hours)

G-PY 101  Introduction to Psychology (3 hours)
PY 204 Child and Adolescent Development (3 hours)
PY/SO 303  Social Psychology (3 hours)
PY 305 Abnormal Psychology (3 hours)
PY/SO 308  Counseling (3 hours)
PY/SO 335  Research Methods I (4 hours)
PY 336  Research Methods II (4 hours)
PY/SO 375  Junior Seminar (1 hour)
PY 405  Personality Theories (3 hours)
PY 415  Learning, Memory, and Cognition (3 hours)
*PY 450  History and Systems of Psychology (3 hours)
PY/SO 474  Scientific Writing for the Behavioral Sciences (2 hours)
*PY/SO 475 Senior Seminar/Thesis (2 hours)
G-MA 221 Elementary Applied Statistics (4 hours)

Child Development Emphasis (12 hours)

PY 254 Parent-Child Relations (3 hours)
PY 354 Child Development and Social Policy (3 hours)
PY 454 Applied Behavior Analysis and Youth (3 hours)
PY 470 Developmental Psychopathology (3 hours)

Health and Human Services Emphasis (12 hours)

SO 260 Introduction to Human Services (3 hours)
SO 365 Social Work in American Society (3 hours)
PY 430 Health Psychology (3 hours)
SO 470 Social Gerontology (3 hours)

Total: 53 hours

Recommended courses for Students interested in Human Services careers

PY/SO 210  Human Sexuality (3 hours)
G-SO 101  Introduction to Sociology (3 hours)
G-SO 202  Minorities in the U.S. (3-4 hours)
SO 206  Social Problems (3-4 hours)
G-SO 246  Marriage and Family (3-4 hours)

As much practical experience in human service placements as possible.

Psychology Minor

Requirements (12 hours + 6 elective hours)

G-PY 101 Introduction to Psychology (3 hours)
PY 204 Child and Adolescent Development (3 hours)
PY/SO 303 Social Psychology (3 hours)
PY 305 Abnormal Psychology (3 hours)

Additional Psychology elective to total 18 hours

2023|Catalog 23-24, Psychology|