College of Education - Learning Outcomes

1. All students will demonstrate content knowledge about individuals with disabilities.
2. All students will collaborate with all team members, including family members.
3. All students will assist in the administration of the organization.
4. All students will utilize culturally responsive strategies that promote effective communication and collaboration with students with disabilities, families, school and agency personnel and community members.
5. All students will develop work competencies and professional attitudes for a specific profession or occupation. 
   

1. All students will demonstrate content knowledge about individuals with disabilities.
2. All students will collaborate with all team members, including family members.
3. All students will assist in the administration of the organization.
4. All students will utilize culturally responsive strategies that promote effective communication and collaboration with students with disabilities, families, school and agency personnel and community members.
5. All students will develop work competencies and professional attitudes for a specific profession or occupation. 
   

1. Students will become discriminating consumers and skilled creators of information and media.
2. Students will become collaborative leaders who engage in ethical practices in the use of informational and instructional technologies.
3. Students will demonstrate the ability to provide effective resources and activities that contribute to their own patrons' lifelong learning, while accommodating a wide range or differences in learning styles, interests, and capacities.
4. Students will demonstrate the ability to provide resources and learning activities that represent a diversity of experiences, opinions, social and cultural perspectives, supporting the concept that intellectual freedom and access to information are prerequisites to effective and responsible citizenship in a democracy. 

All initial teacher certification programs use the ten InTASC standards (required by CAEP accreditation) as their Student Learning Outcomes (SLOs). The ten InTASC standards are organized in 4 domains (The Learner and Learning, Content Knowledge, Instructional Practice, and Professional Responsibility).

1. Learner Development - The teacher candidate will understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
2. Learning Differences - The teacher candidate will be able to use understandings of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
3. Learning Environments - The teacher candidate will be able to work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
4. Content Knowledge - The teacher candidate will be able to understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
5. Application of Content - The teacher candidate will be able to understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
6. Assessment - The teacher candidate will be able to understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher candidate's and learner's decision making.
7. Planning for Instruction - The teacher candidate will be able to plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
8. Instructional Strategies - The teacher candidate will be able to understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
9. Professional Learning and Ethical Practice - The teacher candidate will be able to engage in ongoing professional learning and use evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
10. Leadership and Collaboration - The teacher candidate will be able to seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
    

1. Students will demonstrate knowledge of the ethical standards in counseling and the advocacy role of counselors in addressing institutional and social barriers which impede access, equity and success for clients
2. Students will demonstrate knowledge of the multicultural competencies and the effects of power and privilege for counselors and clients.
3. Students will demonstrate knowledge about human growth and development across the life span, have an awareness of the complexity of human development, and its impact on development of treatment plans and interventions
4. Students will demonstrate knowledge about ethical and culturally relevant strategies for addressing career development and demonstrate knowledge in career assessment.
5. Students will demonstrate knowledge in essential interviewing, counseling and case conceptualizing skilled and will use evidenced-based strategies and techniques for prevention and intervention.
6. Students will demonstrate knowledge about the dynamics associated with group process and development and demonstrate knowledge on the ethical and culturally relevant strategies for designing and facilitating groups.
7. Students will demonstrate knowledge in the use of assessments for diagnostic and intervention planning purposes and demonstrate knowledge about ethical and culturally relevant strategies for selecting, administering and interpreting assessment and test results.
8. Students will demonstrate knowledge about the identification of evidence-based counseling practices and the evaluation of counseling interventions and programs.
   
   School Counseling
9. Students will demonstrate knowledge and competency in school counseling and ethical decision making.
   
   Clinical Mental Health
10. Students will demonstrate knowledge and competency in clinical mental health counseling and ethical decision making and advocacy.
    
    Addiction
11. Students will demonstrate knowledge and competency in addiction counseling and ethical decision making and advocacy.
    
    Marriage, Couple and Family
12. Students will demonstrate knowledge and competency in marriage, couple and family counseling and ethical decision making.

1. Cultural Competency (A): The Learning Associate will be able to critically reflect on student populations to purposefully create practices that meet the needs of all learners.
2. Cultural Competency (B): The Learning Associate will be able to employ transformative practices when responding to social justice initiatives in their educational setting.
3. Cultural Competency (C): The Learning Associate will be able to engage stakeholders within the educational setting and community make systemic curricular decisions surrounding multiculturalism and social justice.
4. Research Methods & Methodology: The Learning Associate will be able to engage in and promote lines of inquiry that result in meaningful analysis, conclusions and recommendations for student and education-specific puzzles of practice.
5. Systems Thinking: The Learning Associate will be able to develop a shared vision and commitment to high student achievement and foster collaboration and inquiry.
6. Accountability for Equitable Student Performance: The Learning Associate will be able to effectively interpret data that supports the implementation of transformative curriculum and practices to foster accountable educational cultures that reflect high expectations.
7. Applied Research: The Learning Associate will be able to analyze the systematic collection, review, dissemination, and use data in making data-driven decisions to bring about transformative change.
8. Reflective Practice: The Learning Associate will be able to recognize transformative qualities through self-analysis, inquiry, and personal reflection to become effective change agents in their education setting.

1 Change Agent - Coaches inspire educators and leaders to use technology to create equitable and ongoing access to high-quality learning.

2 Connected Learner - Coaches model the ISTE Standards for Students and the ISTE Standards for Educators, and identify ways to improve their coaching practice.

3 Collaborator - Coaches establish productive relationships with educators in order to improve instructional practice and learning outcomes.

4 Learning Designer - Coaches model and support educators to design learning experiences and environments to meet the needs and interests of all students.

5 Professional Learning Facilitator - Coaches plan, provide and evaluate the impact of professional learning for educators and leaders to use technology to advance teaching and learning.

6 Data-Driven Decision-Maker - Coaches model and support the use of qualitative and quantitative data to inform their own instruction and professional learning.

7 Digital Citizen Advocate - Coaches model digital citizenship and support educators and students in recognizing the responsibilities and opportunities inherent in living in a digital world.

1. Students will research and synthesize professional resources to make critical recommendations regarding the curation of resources and development of information and media. 
2. Students will be collaborative leaders who engage in ethical practices and research and analysis in the use of informational and instructional technologies. 
3. Students will research, evaluate and recommend effective resources and activities that contribute to their own patrons' lifelong learning while accommodating a wide range or differences in learning styles, interests, and capacities.
4. Students will research, evaluate and recommend resources and learning activities that represent a diversity of experiences, opinions, social and cultural perspectives, supporting the concept that intellectual freedom and access to information are prerequisites to effective and responsible citizenship in a democracy.
   

The M.Ed. in Multicultural Education at Kutztown University offers advanced study on methods that serve diverse learners in the classroom and beyond. It also allows educators and those in related fields to enhance their knowledge, skills and dispositions to work more effectively with individuals from various backgrounds. 

The program will help teachers, administrators, school staff, and other practitioners to:

1. Explain the major theories underlying multicultural education, how these theories are applied within educational spaces to policies and practices, and develop a stance of inquiry towards problems in the field that can be addressed through educational research.
2. Identify ways in which human identities - including race, ethnicity, socioeconomic status, sexuality and gender, disability, linguistic background, and religion - evolve and intersect to create a multitude of personal experiences and discuss their own positionality relevant to their own personal identifications.
3. Engage in the use of cross-cultural communication strategies to strengthen connections between educators and culturally and linguistically diverse students and their families.
4. Demonstrate the ability to become immersed in a new culture, open to learning, and willing to consider multiple perspectives to develop an understanding of how students, families, and educators are situated within a broader sociopolitical context that may impact what happens in educational spaces.
5. Serve as a resource within their schools on matters related to identity, culturally relevant practices, and building relationships across differently-positioned individuals and institutions.
6. Plan and carry out an action-research project related to a current and salient concern in multicultural education that advances social justice goals and seeks to establish equity for all members of a society both within the field of education and more broadly across life activities.

 

1. Foundational Knowledge: Candidates demonstrate knowledge of the theoretical, historical, and evidence-based foundations of literacy and language and the ways in which they interrelate and the role of literacy professionals in schools.
2. Curriculum and Instruction: Candidates use foundational knowledge to critique and implement literacy curricula to meet the needs of all learners and to design, implement, and evaluate evidence-based literacy instruction for all learners.
3. Assessment and Evaluation: Candidates understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; participate in professional learning experiences; explain assessment results and advocate for appropriate literacy practices to relevant stakeholders.
4. Diversity and Equity: Candidates demonstrate knowledge of research, relevant theories, pedagogies, essential concepts of diversity and equity; demonstrate and provide opportunities for understanding all forms of diversity as central to students' identities; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels.
5. Learners and the Literacy Environment: Candidates meet the developmental needs of all learners and collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment.
6. Professional Learning and Leadership: Candidates recognize the importance of, participate in, and facilitate ongoing professional learning as part of career-long leadership roles and responsibilities.
7. Practicum/Clinical Experiences (for specialized literacy professionals only): Candidates apply theory and best practice in multiple supervised practicum/clinical experiences.

1. Knowledge Development: The candidate will be able to demonstrate an understanding of how knowledge is gained, how to verify knowledge, and how to judge its value.
2. Instruction: the candidate will be able to demonstrate in-depth knowledge of instructional strategies that enhance instruction.
3. Education Environment: The candidate will be able to explore the fundamentals underlying the education process and relate them to current practices in schooling.
4. Diversity and Equity: The candidate will be able to display an awareness of diversity as it relates to classroom curriculum, management, and assessment.
5. Decision Making: The candidate will be able to investigate the criteria for decision making, as well as the structure and organization of curriculum and instruction.
6. Professional Learning: The candidate will be able to engage in ongoing professional learning and use evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community) and adapt practices to meet the needs of each learner.

1. Personal and Ethical Foundations: Students will demonstrate, consistent with ACPA, NASPA, and CAS objectives, awareness and understanding of one's values and beliefs as related to professional codes of ethics and principles of personal wellness.
2. Values, Philosophy, and History: Students will demonstrate, consistent with ACPA, NASPA, and CAS objectives, a basic understanding of the values, philosophy and history of the student affairs profession as relevant to professional practice in the field.
3. Assessment, Evaluation, and Research: Students will demonstrate, consistent with ACPA, NASPA, and CAS objectives, an understanding and ability to design, conduct, critique, and utilize various AER methodologies and the results from them to inform professional practice.
4. Law, Policy, and Governance: Students will demonstrate, consistent with ACPA, NASPA, and CAS objectives, an understanding of policy development processes used in various contexts; the application of legal constructs, compliance/policy issues; and governance structures and their impact upon professional practice.
5. Organizational and Human Resources: Students will demonstrate, consistent with ACPA, NASPA, and CAS objectives, an understanding of the scale, scope, and interactivity of the human and organizational resources involved in the professional practice of student affairs within the context of higher education.
6. Leadership: Students will demonstrate, consistent with ACPA, NASPA, and CAS objectives, a basic understanding of concepts, principles, and dynamics of leadership, leadership processes, and leadership development, both generally and in the context of higher education. This includes understanding processes of student leadership and development.
7. Social Justice and Inclusion: Students will demonstrate, consistent with ACPA, NASPA, and CAS objectives, awareness, and understanding of issues of oppression, privilege, and power and their manifestations, along with the impact they have upon our personal and professional interactions with those with whom we work, especially college students. Additional focus is placed upon understanding social justice and advocacy-oriented practices and skills.
8. Student Learning and Development: Students will demonstrate, consistent with ACPA, NASPA, and CAS objectives, a critical understanding of learning and development theories and their use in constructing learning outcomes. This includes the ability to apply theory to improve and inform student affairs and teaching practice.
9. Technology: Students will demonstrate, consistent with ASPA, NASPA, and CAS objectives, understanding of the use of digital tools, resources, and technologies for the advancement of student learning, development, and success as well as digital literacy necessary for improved professional practice.
10. Advising and Supporting: Students will demonstrate, consistent with ACPA, NASPA, and CAS objectives, development of capacities for individual interventions that entail listening, direction, feedback, critique, referral, and guidance; understanding of group dynamics; management of conflict and crisis situations; and collaboration with others on and off-campus.

Note: The American College Personnel Association (ASPA), the National Association of Student Personnel Administrators (NASPA), and the Council for the Advancement of Standards in Higher Education (CAS) have endorsed the above ten areas as competencies and learning outcomes for graduate preparation programs in student affairs in higher education. Each area has a list of foundational level knowledge, dispositions, and skills that should be addressed in graduate training programs and that students should be prepared to meet by graduation. The curriculum for the Kutztown University Student Affairs in Higher Education Graduate Program includes a course(s) that addresses each competency area.