Program Standards

Graduate Programs

The College of Education has established standards for each of our programs. These standards guide the development of our programs and assist our students in becoming effective professionals in the education field.

The program standards integrate state, national and specialty-area standards into one cohesive set of standards. These standards are used to formatively and summatively assess the knowledge and skills of our students related to their program content and skill sets.

Master of Arts in Education/Adult Education and Training

Domain One: Planning and Preparation

1A Knowledge of Andragogical theory
The proficient educator of adult learners:

1. Demonstrates solid knowledge of the concepts of andragogical theory.
2. Exhibits skills and knowledge that reflect current research and best practices in the field.
3. Relates his/her subject matter expertise to real-world applications.
4. Uses differing viewpoints, theories and methods of inquiry while instructing in subject matter.

1B Instructional Planning and Resources
The proficient educator of adult learners:

1. Establishes high expectations that are appropriate for learners.
2. Uses clear goals tied to measurable outcomes.
3. Plans instruction to meet the needs of diverse learners.
4. Effectively uses and evaluates a wide variety of resources to enhance instruction.
5. Applies current research on andragogy and learning with technology when planning learning environments and experiences.
6. Plans and designs effective learning environments and experiences supported by technology.
7. Collects and uses information about the learner’s prior knowledge and experiences to facilitate instruction and training.

1C Instructional Design
The proficient educator of adult learners:

1. Designs instructional activities that are appropriate for the identified population.
2. Designs instructional activities that are diverse in scope and applicability.
3. Creates instructional activities that reflect different learning styles and modalities.
4. Develops and uses curricula that encourage learners to see, question and interpret ideas from diverse perspectives.
5. Develops instructional activities that are aligned with established organizational goals, values and objectives.
6. Implements curriculum plans that include methods and strategies for applying technology to maximize learning.
7. Comprehends theories that underlie adult learning.

1D Assessment
The proficient educator of adult learners:

1. Establishes clear criteria and expectations that have been communicated to all learners.
2. Uses formative assessment results in planning for individuals, groups and diverse learners.
3. Applies technology to facilitate a variety of effective assessment and evaluation strategies.
4. Applies summative assessment results for performance improvement.
5. Uses a variety of formal and informal strategies to identify performance gaps and instructional needs.

Domain Two: Learning Environment

2A Creating a positive learning environment
The proficient educator of adult learners:

1. Effectively organizes and manages tasks for individuals and groups.
2. Establishes efficient systems for non-instructional duties.
3. Manages a positive learning climate in a technology-enhanced environment.
4. Plans for the management of resources to enhance the learning environment.
5. Creates a climate that supports diversity and is appropriate for a variety of developmental and cultural norms.
6. Incorporates effective behavior management strategies for all groups.
7. Creates a smoothly functioning learning community in which learners assume responsibility for themselves and one another, participate in decision-making and engage in purposeful learning activities.
8. Applies technology to increase learner efficiency.
9. Applies appropriate theories and models to the adult learning environment.

Domain Three: Instruction

3A Communication
The proficient educator of adult learners:

1. Models effective verbal and written skills.
2. Uses technology to achieve instructional goals.
3. Provides high-quality feedback in a timely manner.
4. Uses a communication style that reflects sensitivity to diverse student populations.

3B Learner Engagement
The proficient educator of adult learners:

1. Implements instructional activities that achieve course objectives.
2. Delivers instruction and activities that are appropriate for all learners.
3. Uses effective resource materials, including technology, for engagement.
4. Delivers instruction that promotes learners’ investment.
5. Employs questioning strategies that are of high quality.

3C Diversity
The proficient educator of adult learners:

1. Modifies instruction, delivery and assessments to meet the needs of diverse learners.
2. Describes the purpose of and the requirements of the Americans with Disabilities Act of 1990.
3. Provides appropriate services and resources for compliance with the Americans with Disabilities Act of 1990.
4. Brings multiple perspectives to the discussion of subject matter, including attention to learners' work, organizational, community and cultural norms.
5. Uses technology to support learner-centered strategies that address the diverse needs of learners.

Domain Four: The Professional Educator

4A Professionalism
The proficient educator of adult learners:

1. Participates in professional organizations.
2. Identifies and uses community resources to enhance learning.
3. Assesses and reflects on his/her professional growth.
4. Seeks out opportunities for further professional development.
5. Applies social, legal, ethical and human issues to real-world practice.
6. Uses observations, learner information, technology and professional literature to reflect on the effectiveness of instructional and assessment techniques.
7. Examines the history of adult education and training.
8. Generates specific suggestions to improve teaching and participants’ learning.
9. Implements practices, based on reflective processing, to improve teaching and participants’ learning.
10. Applies ethical standards to educational settings.