Secondary Education - College of Education - Missouri State ...

Secondary Education
Student Handbook
2011-2012
“Creating a Legacy of Learning”
Professional Education Unit:
K-12 and 9-12 Teacher Certification Programs

TABLE OF CONTENTS
Course Drop Policy . . . . . . . . . . . . . . . . . i
SFR/PSY 486. . . . . . . . . . . . . . . . . . . ii
Welcome Letter . . . . . . . . . . . . . . . . . . iii
NCATE . . . . . . . . . . . . . . . . . . . . iv
PEU/PEC . . . . . . . . . . . . . . . . . . . . v
Conceptual Framework . . . . . . . . . . . . . . . . vi-x
Citizenship & Service Learning . . . . . . . . . . . . . xi
Declaration of University Community Principles . . . . . . . . . xii
Public Affairs/Citizenship and Service Learning . . . . . . . . . xiii
DEPARTMENTAL ADVISEMENT WORKSHEETS
Effective Advisement is a Partnership . . . . . . . . . . . 1
Professional Education Courses Prerequisite Requirements . . . . . 2
Banner Registration Tips . . . . . . . . . . . . . . . 3
Online Registration and Prerequisite Information . . . . . . . . 4
Trial Schedule Worksheet . . . . . . . . . . . . . . . 5
Secondary Education Advisement Worksheet . . . . . . . . . 6-7
Agriculture Education . . . . . . . . . . . . . . . 8-9
Art Education . . . . . . . . . . . . . . . . . . . 10-14
Biology Education . . . . . . . . . . . . . . . . . 15-17
Business Education . . . . . . . . . . . . . . . . . 18-19
Chemistry Education . . . . . . . . . . . . . . . . 20-23
Earth Science Education . . . . . . . . . . . . . . . 24-27
English Education . . . . . . . . . . . . . . . . . 28-29
Family and Consumer Sciences . . . . . . . . . . . . . 30-31
Health Added Endorsement . . . . . . . . . . . . . . 32
Mathematics . . . . . . . . . . . . . . . . . . . 33-34
Modern and Classical Languages . . . . . . . . . . . . . 35-47
Music Education . . . . . . . . . . . . . . . . . . 48-50
Physical Education . . . . . . . . . . . . . . . . . 51-52
Physics Education . . . . . . . . . . . . . . . . . 53-56
Social Studies Education . . . . . . . . . . . . . . . 57-58
Speech and Theatre Education . . . . . . . . . . . . . 59-62
TESOL (Teaching English to Speakers of Other Languages) Added Endorsement . 63-64
Certification Requirements for Post Baccalaureates . . . . . . . 65
ADMISSION TO TEACHER EDUCATION INFORMATION AND FORMS
Steps for Admission to Teacher Education . . . . . . . . . . 66
Sample Congratulatory Letter . . . . . . . . . . . . . . 67
Requirements for Professional Ed Courses and Teacher Ed Program . . 68
Practicum Policy. . . . . . . . . . . . . . . . . . 69-70
Family Care Safety Registry . . . . . . . . . . . . . . 71
Dispositions . . . . . . . . . . . . . . . . . . . 72-74
Student Contract Agreement . . . . . . . . . . . . . . 75-76
The Professional Preparation Portfolio . . . . . . . . . . . 77-79
Departmental Portfolio Requirements and Examples . . . . . . . 78-115

Show-Me Standards . . . . . . . . . . . . . . . . . 116-120
CBASE Course Replacement Option Flowchart . . . . . . . . . 121
CBASE Course Replacement Contract . . . . . . . . . . . 122-123
Request for Exception Other Than CBASE Waiver . . . . . . . . 124-125
TESTING INFORMATION (CBASE, EXIT EXAM, PRAXIS II)
CBASE Frequently Asked Questions . . . . . . . . . . . . 126
CBASE Study Aids . . . . . . . . . . . . . . . . . 127-128
CBASE Study Guide for Mathematics Order Form . . . . . . . . 129
CBASE Score Release Consent Form . . . . . . . . . . . 130
CBASE Registration Form . . . . . . . . . . . . . . . 131
CBASE Sample Student Score Report . . . . . . . . . . . 132-133
PRAXIS II & CBASE Test Dates . . . . . . . . . . . . . 134
PRAXIS II Directions. . . . . . . . . . . . . . . . . 135
PRAXIS II Test Codes and Cut Scores . . . . . . . . . . . 136-137
PRAXIS II Study Guides. . . . . . . . . . . . . . . . 138
MISCELLANEOUS INFORMATION
Application for Degree Program . . . . . . . . . . . . . 139
Scholarship Information . . . . . . . . . . . . . . . . 140
Reminder for Seniors. . . . . . . . . . . . . . . . . 141
Student Teaching Requirement Checklist. . . . . . . . . . . 142
Missouri State University Approved Teacher Certification Programs . . . 143
Missouri’s Revised Teacher Certification Types . . . . . . . . 144-145
REFERENCE GUIDE AND PHONE NUMBERS
Tentative 2010-2011 Academic Calendar . . . . . . . . . . 146-147
2010 Secondary Education Advisors Phone List . . . . . . . . 148-149
Senior Checklist . . . . . . . . . . . . . . . . . . 150
Secondary Education Subject Area Colleges & Departments Phone List . 151-152
Academic Support Services . . . . . . . . . . . . . . 153-154
Student Services Quick Reference Guide . . . . . . . . . . 155-157
Missouri State University is a community of people with respect for diversity. The University emphasizes the dignity and equality common to
all persons and adheres to a strict nondiscrimination policy regarding the treatment of individual faculty, staff, and students. In accord with
federal law and applicable Missouri statutes, the University does not discriminate on the basis of race, color, religion, sex, national origin,
ancestry, age, disability, or veteran status in employment or in any program or activity offered or sponsored by the University. In addition, the
University does not discriminate on any basis not related to the applicable educational requirements for students or the applicable job
requirements for employees. The University maintains a grievance procedure incorporating due process available to any person who believes
he or she has been discriminated against. Missouri State University is an Equal Opportunity/Affirmative Action employer. Inquiries
concerning the grievance procedure, Affirmative Action Plan, or compliance with federal and state laws and guidelines should be addressed to
Jana Estergard, Equal Opportunity Officer, Park Central Office Building Suite 111, 901 South National Avenue, Springfield, Missouri 65897,
(417) 836-4252.

Course Drop Policy – Effective Fall 2010
Students may drop courses with a ‘W’ from the end of the Change of Schedule period until
four weeks prior to the last day of full semester classes, after which time students may not
drop. For all classes of shorter duration than a full semester, this deadline shall be set at the
three-fourths mark of that class.
(Faculty Senate approved Thursday, March 18, 2010)
i

Please be advised that the BSEd program change to include SFR/PSY 486
was approved by President Nietzel November 2008 and has been added to
the Spring 2009 catalogue. This change impacts students who will complete
their application to degree program Spring 2009 on. This course will show
up on student’s degree audits who are admitted to their degree program
Spring 2009 or later and is a required course. Please make certain you check
whether the student has been admitted to degree program. If he/she has
NOT been admitted by FA08, then this course is part of their program.
For students who did not complete both SEC 302 and PSY 360 prior to Fall
2008, advisors should recommend these students take SFR/PSY 486. This
advisement is necessary because beginning Fall 2008 SEC 302 and PSY 360
only introduce assessment and classroom management competencies. The
State of Missouri, Department of Elementary and Secondary Education
require that these competencies are covered for every secondary and K-12
teacher candidate. For Spring 2009 we are allowing students to take PSY
360 and SFR/PSY 486 concurrently. After that the prerequisite, PSY 360,
will be enforced. Beginning Spring 2009 all incoming BSED students will
fall under this program.
If you have an equivalent course, then this course does not impact your
program.
Reminder on Program guidelines for Students Teaching. In order to support
our candidates’ success in the field, they ideally should complete all content
and education courses prior to Student Teaching. They are required to
complete all education courses with a ―C‖ or better prior to student teaching.
In the event that a student needs to take an evening, weekend, or online
education course concurrent with or after student teaching, the advisor
should submit an ―Other Exception‖ form to document the need for this
exception. An Exception submission is not required for content course work
taking concurrent of after student teaching; such an exception should be
documented in the student’s advising notes.
ii

June 2011
Dear Student:
Welcome to Missouri State University where our many teacher education programs strive
to ―create a legacy of learning‖ by providing the highest quality teaching, research and service to
our students and community. No other Missouri institution has a longer history of preparing
teachers. In fact, since 1905 Missouri State University has trained teachers who, in addition to
contributing to the education of countless students, have often played an essential role in
mentoring the next generation of teachers. As this cycle has continued, Missouri State has
established a proud tradition as a leader in teacher preparation and support.
Along with all of the programs in the College of Education, the secondary education
programs and K-12 programs are joined together in the Professional Education Unit (PEU). The
PEU is a community comprised of candidates, graduates, faculty, staff and administrators from a
variety of departments and colleges across the University. In addition to teaching most of the
professional education classes, the PEU faculty provide advising and mentoring. They also often
supervise clinical and field experiences. Secondary education majors are advised and plan their
programs of study through their respective major area departments. Additional support services
are available to every student. These include: 1) the monitoring of program requirements by Dr.
Denise Frederick, the Director of Secondary Education; 2) the monitoring of clinical experience
requirements by the appropriate department head for each student’s major; 3) student teaching
and field placement assignments coordinated by our placement coordinator; and 4) the
advisement of post-baccalaureate students and related certification issues coordinated by the
Student Services office.
We look forward to working with you in your academic endeavor and we encourage you
to develop meaningful partnerships with your advisors and instructors. Together we will strive
to help you develop the knowledge, abilities, skills and dispositions you will need to excel in the
classroom. Again, welcome to Missouri State University.
Sincerely,
Dr. John Catau
Deputy Provost
Head, Professional Education Unit
iii

National Council for Accreditation of Teacher Education
1
5
Standard 1
Candidate knowledge, skills, and
dispositions*
• Content knowledge — pedagogical and professional
• Skills for teachers and other school personnel
• Dispositions for teaching
Board of Examiners
program approval through
2
3 4
Standard 5
Faculty qualifications, performance,
and development*
• Qualified faculty
• Modeling best professional practices in teaching,
scholarship, and service
• Collaboration with professional community
• Evaluation of performance
• Unit facilitation of professional development
Head of the Unit:
Dr. David Hough, Dean
College of Education
6
September 2010
Standard 3
Field experiences and clinical
practice*
• Collaboration between Unit and P–12 schools
• Design, implementation, and evaluation of
experiences
• Candidates’ development and demonstration
of knowledge
For more information, visit http://education.missouristate.edu/ and http://www.ncate.org
NCATE review encompasses education programs in the Professional
Education Unit (PEU) and includes Colleges of Arts & Letters,
Business Administration, Education, Health & Human Services,
Humanities & Public Affairs, and Natural & Applied Sciences.
Standard 2
Assessment system and Unit
evaluation*
• Assessment system (e.g. candidate portfolios)
• Data collection, analysis, and evaluation
• Use of data for program improvement
Standard 4
Diversity*
• Integration of diversity into curriculum
• Experiences working with diverse faculty and
candidates, and with students in P–12 schools
• Unit facilitation of experiences related to diversity
Standard 6
Unit governance and resources*
• Unit leadership and authority
• Unit budget, personnel, and facilities
• Unit resources including technology
*strands infused through all 6 standards:
conceptual framework, diversity and
technology
Missouri State is an EO/AA institution. Printed on recycled paper.

PROFESSIONAL EDUCATION UNIT
The Professional Education Unit (PEU) at Missouri
State University is a community comprised of
candidates, graduates, faculty members, staff and
administrators from a variety of departments and
colleges across the University, as well as our school
and community partners in Southwest Missouri. Professional education
candidates and graduates are those persons who are enrolled in or have graduated
from initial (undergraduate) or advanced (graduate) professional education
programs in teacher education, communication sciences, counseling, or
educational administration and leadership. Professional education faculty and
staff, from all colleges in the university, are those who teach courses taken by
candidates in professional education programs, and provide advising, mentoring,
and supervision of clinical and field experiences. Our partners include those in
schools and community agencies in which our candidates observe and practice
their developing skills under professional supervision and mentoring, from
admission, through their first three years of professional practice. With the
contributions of faculty who teach liberal arts and general education courses, we
are convinced that at Missouri State, ―education is everyone’s business.‖
PROFESSIONAL EDUCATION COMMITTEE
The Professional Education Committee (PEC) is the representative body to the
Faculty Senate that defines professional education policies and procedures that
ensure quality professional education programs at the institution.
The primary purpose of the PEC is to review courses and programs and to define
those policies and procedures that ensure professional education programs at
Missouri State University meet state and national guidelines for preparing
qualified school personnel. The PEC represents the Professional Education Unit
(PEU) as a governing body. Missouri State is organized such that professional
education programs are offered in each of the six academic colleges. The PEU
was established to encompass all professional education certification programs
across the various colleges.
v

Professional Education Unit
Missouri State University
Approved by PEC April 6, 2011
A Conceptual Framework to Guide the Preparation of Ethical and
Inquiring Professional Educators for a Diverse and Inclusive Society
Our Shared Vision
At Missouri State University, we believe that education is essential across all levels of society.
Professional education is one of the five primary ―emphasis‖ areas realized within Missouri State’s
overarching public affairs mission. To continue and enhance the University’s tradition of successful
educator preparation, all programs prioritize the shared vision described in this document.
The Missouri State professional education community believes that effective professional education
programs are based on shared beliefs and values about schools, learning, and education that guide
program development and instruction in planning, assessment, evaluation, and content expertise. The
various content and specialty areas interpret and apply this Conceptual Framework in accordance with
their unique, specialized professional knowledge bases and standards. It articulates the assumptions,
commitments, knowledge, skills, dispositions, and learning outcomes common to all professional
education programs. Finally, our Conceptual Framework provides a set of guiding principles and
attention to inquiry in order to ensure coherence among curriculum, instruction, field experiences,
clinical practice, and assessment across a candidate’s program.
Our Conceptual Framework is a living text that is responsive to inquiry. It is regularly reviewed and
modified to incorporate new knowledge and experience about best practices in order to deepen our
understanding of the meaning and purpose of schooling and educationThe focal point of our shared
vision is that the professional educators are ―reflective practitioners‖ (Dewey, 1933; Schön¸ 1984) who
have the knowledge, skills, and dispositions needed to effectively and powerfully facilitate and
enhance the learning and development of all learners across the lifespan. At Missouri State, reflective
practice integrated with inquiry (Day, 1999; Elliot, 1991; Greenwood & Levin, 2007) and ethics
(Freire, 2000; Hanson, 2001; Tom, 1984) is the lens through which best practice in education is
viewed.
Our Mission
At Missouri State, the overarching Mission of the university is ―to develop educated persons‖
(http://www.missouristate.edu/longrangeplan/default.htm, Long Range Plan, 2006-11). For the
Professional Education Unit (PEU), our mission and purpose is to develop the specialized
competencies and skills to facilitate, promote, and enhance, with compassion and fairness, the learning
and development of all persons.
vi

Who We Are
The PEU at Missouri State University is a community comprised of candidates, graduates, faculty,
staff, and administrators from a variety of departments and colleges across the university, as well as
our school and community partners in the quad-state region. Professional education candidates and
graduates are enrolled in or have graduated from initial (undergraduate) or advanced (graduate)
professional education programs in teacher education, communication sciences, counseling, or
educational administration and leadership. Professional education faculty and staff, from all colleges in
the university, are those who teach courses taken by candidates in professional education programs and
provide advising, mentoring, and supervision of clinical and field experiences. Our partners include
those in schools and community agencies in which our candidates observe and practice their
developing skills under professional supervision and mentoring, from admission through their first
three years of professional practice. With the contributions of faculty who teach liberal arts and general
education courses, we are convinced that at Missouri State, education is everyone’s business.
The Reflective Inquiring Educational Practitioner
We believe that professional educators are ―reflective decision makers‖ and inquirers who maintain
that all students can learn. In general, reflective decision-making and inquiry involves:
1. investigating and determining clear and fruitful ways of characterizing problems and
opportunities;
2. developing careful, well-informed consideration of possibilities or alternatives for action;
3. evaluating the consequences of action and potential action through the consideration of
fairness, equity, and justice (Dewey, 1922, 1933; Elliott, 1991; Freire, 2000; Gardner, 1996;
Schön¸1984).
We believe that reflective practitioners intentionally realize the effect of professional
education contexts in order to:
1. make informed, rational, fair choices in a variety of learning contexts and assume
responsibility for those choices;
2. pursue learning as practitioners, researchers, mentors, coaches, and co-creators with students
and provide meaningful learning experiences in an inclusive environment where all can
learn;
3. examine critically experienced-based perceptions, strategies, and conventional wisdom about
schooling and learning;
4. work in daily professional practice to integrate educational theories, academic scholarship,
experiential knowledge, and best instructional practice;
5. recognize teaching as a dynamic process of inquiry, renewal, and re-examination in light of
the refinement of established models and the emergence of new ones.
Our Beliefs about Professional Education Knowledge, Skills and Dispositions
We believe that professional educators must acquire the knowledge needed to make fully informed
decisions (Brophy & Good, 1986; National Commission on Teaching, 2003; Shulman, 1986, 1987;
vii

Sirotnik & Clark, 1988). They must acquire a balanced foundation of subject matter, professional
knowledge, and pedagogical skills allowing them to transform what they know into potent skills for
inspiring professional practices, which actively engage all students in the learning process (Cochran-
Smith & Lytle, 1993; Darling-Hammond & Bransford, 2005; Day, 1999; National Commission on
Teaching, 2003; Olson & Wyett, 2000; Stipek, 1986). Recognizing that teaching is fundamentally a
moral enterprise encompassing both art and science, professional educators must be able to facilitate
learning and development through the expression of appropriate dispositions that are learner-centered,
ethical, socially and culturally respectful, fair, and promising (Eisner, 2001; Elliott, 1991; Hansen,
2001; Liston & Zeichner, 1987; Moje & Speyer, 2008; Noddings, 2005; Rubin, 1985; Somekh, 1995).
More specifically, we believe that:
[Knowledge]
[Skills]
Knowledge of:
1. a broad liberal arts education is the hallmark of an educated person and serves as a
framework for understanding (Shulman, 1987);
2. major theories of learning and human development are crucial to developing effective
instructional practices and professional relationships (Pintrich, 1990; Schunk, 2011;
Shulman, 1987; Stipek, 1986; Wittrock, 1986);
3. the historical, cultural, political, technological, and community contexts of education serve
to illuminate and focus educational ends, purposes, values, and practices (Ayers, 1990; Moje
& Speyer, 2008; Shulman, 1987);
4. the role of cultural variation in learning in schooling and other contexts (Banks 2002; Nieto
& Bode, 2007);
5. subject matter content knowledge must be sufficient to enable practitioners to fully
understand the important ideas in their domains. They understand the influence that
knowledge has on their pedagogical orientations, teaching decisions, and teaching acts
(Allen, 2003; Black & Ammon, 1992; Boyer, 1983; Goodlad, 1990; Grossman, 1987;
Kaplan & Owings, 2003; Kuhs, 1980; Sanders, 2004; Wilson, 1988; Witz, 2000);
6. pedagogical and leadership theories impacts teaching practice, serves as a foundation for
developing and expanding existing and emerging theories, and guides evolving educational
policies (Black & Ammon, 1992; Good & Brophy, 2007);
7. how current research, action inquiry approaches, and subsequent data analysis contributes to
the development of best practice teaching methods (Cochran-Smith & Lytle, 1993; Elliott,
1991; Greenwood & Levin, 2007; Hubbard & Power, 2003; Zeichner, 2001; Zeni, 2001);
8. awareness of one’s self as a professional educator—including personal theories, ―practical‖
knowledge, ethical leadership, beliefs, insights, assumptions and value systems, and
expectations—serves as a potent source of teaching behaviors conceptually reinforcing that
educational success is for all learners (Anders, 2008; Ayers, 1990; Darling-Hammond &
Bransford, 2005; Day, 1999; Frankenberg, 2006; Grimmett, Erickson, Mackinnon, &
Riechen, 1990; May, 1989; Rudduck, 1995).
Professional educators:
1. are effective in building collaboration and community with diverse learners,
colleagues, parents, support personnel, and community agencies (Burstein,
viii

[Dispositions]
Kretschmer, Smith, & Gudoski, 1999; Reason & Bradbury, 2001; Rogers,
Mosley, Kramer, & LSJTRG, 2009);
2. are instructional leaders who play an active role in the development of classroom goals
(Clark & Peterson, 1986; Doyle, 1986; Gump, 1982), curriculum, instructional, and
disciplinary practices (Cruickshank, 1992; Glasser, 1986; Good, 1983; Good & Brophy,
2007; Steffe & Gale, 1995) and assessment procedures (Dagley & Orso, 1991; Oliva, 2008;
Wiggins, 1993);
3. are critical thinkers (Clark & Peterson, 1986; Dewey, 1933; Onosko, 1992; Schön, 1984;
Liston & Zeichner, 1987), active listeners and skilled communicators (Cazden, 1986;
Cruickshank, 1992; Doyle, 1986; Galloway, 1984; Good & Brophy, 2007; Porter & Brophy,
1988), and helpful collaborators with learners (Bean, 1992; Costa, Garmston, & Lambert,
1988; Newman & Wehlage, 1993);
4. are effective in applying current technologies to teaching, assessment, and professional
development (Conroy & Hedley, 1990; Dunn, 1996; Lockard, Abrams, & Many, 2003);
5. are skilled at creating and facilitating fair learning environments for diverse learners (Patrick
& Reinhartz, 1999) that are active, expressive, and energized (Cruickshank, 1992; Delpit,
2006; Duncan & Biddle, 1982; Good & Brophy, 2007; Myers & Hammill, 1990; Steffe &
Gale, 1995; Yager, 1991).
Professional educators:
are insightful about the challenges and requirements of a democratic society and
knowledgeable about, and sensitive to, issues such as equality and human diversity
(Adejumo, 2002; Au, 1993; Baruth & Manning, 2008; Grant & Sleeter, 2008; Nieto & Bode,
2007). They are aware of the societal barriers that individuals with disabilities face (Banks,
2002; Best, Heller, & Bigge, 2009; Heward, 2005; Kauffman, 1989; Myers & Hammill,
1990; Shames & Wiig, 2011);
are highly empathic (Cruickshank, 1990; MacDonald, 1991) and show positive regard for
the potential of all students for academic and personal growth (Clark & Peterson, 1986);
are ethical (Clark & Peterson, 1986; Tom, 1984; Valli, 1990, 1992), caring (Edwards, 2011),
and willing to provide assistance to develop each student’s individual potential for
educational successes (Hansen, 2001; MacDonald, 1991; Noddings, 2005, 2006);
are passionate about teaching, intellectually curious, genuinely concerned about the progress
and fair treatment of students, and dedicated to inclusive excellence in their own
professional development (Hansen, 1995; Schön, 1984);
are responsible for creating and maintaining equitable, respectful, tolerant, collaborative,
and healthy environment for diverse learners in whatever context they practice, as this is
essential for student learning and development (Corno & Snow, 1986; Cotton & Savard,
1984; Crawford, 1978; Delpit, 2006; Good & Brophy, 2007; Lopez, Pichardo, Amescua, &
Fernandez, 2001; Milian, 2001; Susi, 1995);
are able to engage in self-appraisal (Anders, 2008; Ayers, 1990; Grimmett et al., 1990) and
use feedback from students, supervisors, mentors, and peers to improve their practice (Oliva,
2008).
Our General Learning Outcomes
ix

The curricula of professional education programs at Missouri State University reflect our commitment
to these beliefs. Further, they reflect and align with the professional standards specified by state,
national, and professional accreditation organizations. Our initial and advanced programs are designed
to develop candidate knowledge, skills, and dispositions associated with successful professional
educational practice.
Missouri State professional education graduates will demonstrate competence in:
1. Foundations: knowledge of the historical development of the profession and foundational
issues and arguments underlying its practices, as well as an understanding of the importance
of integrated learning across disciplines.
2. Subject Matter: strong knowledge of subject matter discipline content and the ability to
integrate content with pedagogy appropriate to the candidate’s field of study.
3. Learning and Development: knowledge of human development and motivation, theories
of learning, pedagogy, and assessment.
4. Reflective and Inquiry Skills: communication skills, critical and creative thinking
abilities, and other skills crucial to reflective decision-making and action inquiry for
classroom and school improvement.
5. Technology: knowledge and skills in the use of technology appropriate to the candidate’s
field of study.
6. Professional Skills: the practical abilities to implement the skills, techniques, and strategies
associated with student learning and development across disciplines and practices.
7. Assessment Skills: the skills to conduct valid and reliable assessments of their students’
learning, and use that assessment to improve learning and development for students and
teachers.
8. Dispositions: the intellectual, social, ethical, and other personal attributes and beliefs
previously ascribed to reflective decision-makers in a variety of professional settings,
including a commitment to all persons and their own lifelong learning and professional
development.
9. Diversity: the ability to skillfully facilitate and promote the learning of all students,
including those from diverse cultural, racial, and economic backgrounds, varying abilities,
and historically underrepresented groups.
10. Collaboration and Leadership: the ability and skills to foster and maintain collaborative,
empowering relationships with other professionals within schools and the community.
The Assessment of General Learning Outcomes
Candidate attainment of the general learning outcome competencies is continuously assessed and
evaluated using multiple data sources. These outcome-based assessment systems include, but are not
limited to, standardized testing procedures, traditional classroom-based testing, observations, research
and conceptual papers, portfolios and related performance assessments, and teacher work samples.
Individual departments responsible for specific programs that lead to certification develop assessment
plans and procedures unique to their specific discipline area. These procedures are in alignment with
our Conceptual Framework, national standards of various learned societies, National Council for
Accreditation of Teacher Education (NCATE) standards, and the program accreditation standards of
the Missouri Department of Elementary and Secondary Education (DESE).
x

M
S
U
WHAT?
Citizenship & Service-Learning
T A K I N G C L A S S R O O M S I N T O
T H E C O M M U N I T Y
Service-learning describes a method of teaching whereby students apply academic theory to real world
situations in a way that benefits the community. Its primary goal is to encourage you, the student, to grow as a
citizen and to become connected to your community by contributing to society in a tangible way.
Service-learning is an opportunity for you to become an active, responsible citizen while engaging in meaningful
service relevant to your current studies. Credit is not given for the service activity but for the learning
demonstrated to your professor and the community.
The two options of service-learning are the Component course and the Integrated Service-Learning (ISL)
course. The service-learning Component course is a one-hour arranged class that requires 40 hours of service
with a nonprofit or government agency (similar to a ‘mini internship’). The Integrated Service-Learning course is
part of a traditional course and is designed to include all students in the class. All students in an ISL class are
required to participate in a minimum of 15 hours of service to the community. The service-learning designation is
noted on your transcript for both options.
WHO?
Are you interested in making a difference in your community? Do you seek new experiences? Are you someone
that learns better by applying what you’re learning to ‘real world’ situations? If you answered yes, then you may
be an ideal candidate for service-learning!
WHY?
Missouri State University is dedicated to the mission of developing educated citizens. By participating in servicelearning,
students:
Strengthen their knowledge of the community
Increase learning of course content (not just theory)
Become actively engaged as citizens
Gain valuable experience
Develop important contacts, which can lead to internships or jobs
Build strong resumes
Create worthwhile partnerships
Confirm or redirect career choices “Out of the classroom and
into the community.”
For a complete listing of Service-Learning Component and Integrated Service-Learning courses
and to learn more about Citizenship and Service-Learning,
contact us at:
Plaster Student Union, Room 209
Phone: 417-836-5774
Email: servicelearning@missouristate.edu Web site: http://www.missouristate.edu/casl/
xi

Declaration of University Community Principles
Preamble
Community, civility, and the search for knowledge and truth are the essence of University Life. A community
is a group of people who hold something fundamental in common. A University is a community whose
common purpose is the creation, preservation, and sharing of knowledge and understanding. The search for
knowledge and truth requires a rational discourse. This in turn requires honesty and civility. Civility springs
from the concept of respecting the rights of individuals. The community helps to protect the rights of the
individual. Thus the community promotes the civility necessary to engage in the pursuit of truth. The three
are thus connected.
The primary participants of this community are administrators, students, faculty, and staff, who themselves
come from a variety of external communities. Before becoming a part of the community of scholars that is
Missouri State University, whether as a member of the student body, faculty, administration, or staff, one
should understand the full nature of that choice. The community derives its strength from each individual.
Each individual derives strength from his/her association with the community. The individual must sustain
the community in order for the community to protect and sustain the individual. In order for this interaction to
take place, the principles stated in this document must be the foundation for the community of scholars.
Behaving civilly implies acting in a manner consistent with these principles and encouraging these behaviors
in others. Adherence to the principles is voluntary and cannot be compelled. Choosing to accept the
direction of the principles strengthens both the individual and the community, but only when the choice is not
forced. Discovering the natural benefit of these principles is a virtue. These principles are of little use in
themselves; they must be practiced.
Principles
The community of scholars that is Missouri State University is committed to developing educated persons. It
is believed that educated persons will accept responsibility to act in accordance with the following principles:
Practicing personal and academic integrity.
Being a full participant in the educational process, and respecting the right of all to contribute to the
"Marketplace of Ideas."
Treating all persons with civility, while understanding that tolerating an idea is not the same as
supporting it.
Being a steward of the shared resources of the community of scholars.
Choosing to accept these principles suggests that each participant of the community refrains from
and discourages behavior that threatens the freedom and respect each member deserves.
xii

On June 15, 1995, Missouri Governor Mel Carnahan signed into law Senate Bill 340 which gave Missouri
State University a statewide mission in Public Affairs. This mission defines a primary way in which a
Missouri State education is different from that of other universities and one way by which we educate our
students to imagine the future.
Our Public Affairs Mission
The three broad themes of the public affairs mission can be articulated as:
Ethical Leadership
Goal: Students will articulate their value systems, act ethically within the context of a democratic society,
and demonstrate engaged and principled leadership.
Cultural Competence
Goal: Students will recognize and respect multiple perspectives and cultures.
Community Engagement
PUBLIC AFFAIRS MISSION
Goal: Students will recognize the importance of contributing their knowledge and experiences to their
own community and the broader society.
Goal: Students will recognize the importance of scientific principles in the generation of sound public
policy.
CITIZENSHIP AND SERVICE-LEARNING
209 Plaster Student Union Phone: (417)836-5774
http://www.missouristate.edu/casl
Citizenship and Service Learning (CASL) at MSU allows students to apply what they are learning
in college by linking certain academic classes with relevant service work that benefits the external
community. Students enrolled in a service learning class take an additional (optional) one-credit
class that is attached to the regular academic course.
The core required education courses that have a Service Learning component are RDG 474 and
SPE 340. In addition, many content-specific programs offer other Service Learning courses.
Consult the website (http://www.missouristate.edu/casl/) for a complete listing of departmental
courses by semester. The Service Learning component classes are optional and involve tutoring
and mentoring in the community in the fields of reading, elementary or special education.
Students who choose to take the Service Learning component with one of the regular courses
listed above will be required to give 40 hours of service over the course of the semester. Only
students with sophomore status (30 hours or more) are eligible and must also meet the
prerequisites for the academic class that have this component. Please check the catalog or ask
your advisor concerning the prerequisites for these courses.
xiii

Departmental
Advisement
Worksheets*
*
Unofficial advisement guides, subject
to change with the university catalog
and certification requirements

Advisement guides help you proceed through your program successfully.
The guides should be updated each semester with a current audit in
consultation with your departmental advisor.
The advisement guides located in this book are unofficial
documents and are subject to change with the university catalog
and certification requirements.
To register for the next semester, all students with less than 60 hours must
have online release by an advisor. However, it is recommended that all
students meet with an advisor each semester.
There are program specific prerequisites for enrollment in MUS 200, PED
200, SEC 302, PSY 360, EDC 350, IMT 365, SPE 340, RDG 474,
SFR/PSY 486, departmental teaching methods courses, and professional
education courses offered through the music and physical education
departments. Program prerequisites are strictly enforced and students are
notified and administratively dropped, if all prerequisites are not met.
Admission to Teacher Education is required for PED 411, 431, 440, 468,
493, 496 and 575.
Admission to Teacher Education is required for MUS 340, 410, 411, 430,
488, 494 and 496.
Admission to Teacher Education is required for EDC 350, SPE 340, PSY
486, RDG 474, departmental teaching methods courses and supervised
student teaching.
Make an appointment well in advance with your secondary education
departmental advisor. The registration process begins well before a new
semester with schedule books available in Carrington Hall during mid-
October for the coming Spring semester and mid-March for the coming
Summer and Fall semesters. The schedules are also available online at
https://www.missouristate.edu/classschedule/.
Online registration and course prerequisite information is available on the
following pages.
1

PROFESSIONAL EDUCATION COURSES
Pre-requisite Requirements
Student Must Receive a “C” or Better in all Professional Education Course Work
EDC 150—Recommended for students to take after completing approximately 30 hours and may
be taken concurrently with SEC 302, if student has completed 45 hours and meets the SEC 302
pre-requisite requirements.
AGE 318—Agriculture education majors take this course in place of EDC150
MUS 148 – Music education majors take this course in place of EDC150
SEC 302—EDC 150, AGE 318 or MUS 148; 45 hours; and 2.50 Overall GPA
IMT 365—Computers for Learning Requirement completed; SEC 302; and 2.50 overall GPA
PSY 360—PSY 121
EDC 350—PSY 360 or concurrent enrollment; Admitted to the Teacher Education Program
SPE 340—Admitted to the Teacher Education Program
RDG 474—Admitted to the Teacher Education Program
PSY 486 or SFR 486 – PSY 360; Admitted to the Teacher Education Program
Subject Specific Teaching Methods for Secondary Education Programs—Admitted to the
Teacher Education Program as well as pre-requisite requirements stipulated by the individual
secondary education program. Subject area methods courses are: ART 401, AGT 416, AGE 558,
BSE 503, CFS 512, COM 417, ENG 405, HST 418, MTH 409, MCL 413, SCI 414, THE 417
All Student Teaching Courses—See Undergraduate Catalog for Overall Student Teaching
Requirements and Special Departmental Requirements for Student Teaching
Music Department- Professional Education Courses—MUS 148, MUS 200 (CBASE attempted,
PGA 2.50 and Portfolio Checkpoint one completed), and the following MUS courses require a
student to be admitted to the teacher education program as a pre-requisite MUS 340, 430, 410,
411, 488, 494 and 496
Physical Education-Professional Education Courses—PED 200 (GPA 2.50) and the following PED
courses require a student to be admitted to the teacher education program as a pre-requisite
PED 411, 431, 440, 468, 575, 493 and 496
Individual departments may have additional education courses listed in their major course
offerings. Please consult with your academic advisor for additional information.
2

REGISTRATION TIPS - BANNER
Here are a few tips that might assist you. CHECK your BearMail and STANDARD
newspaper for open labs and / student training sessions.
ACCESS the preregistration sequence for your registration date through the
home page search bar, type “Fall 2009 Registration” and it will be the first link below the
gray box OR go to http://apps.missouristate.edu/registrar/regsequencefa09.asp
ACCESS your new “M- NUMBER” through “My Information”. It will appear on the top of the
screen next to “Welcome {NAME}! (New students-the “M” number will be sent to you).
REVIEW all prerequisites by linking to the “View Catalog Entry” under the Fall09 BANNER
link. BANNER enforces prerequisites at the time of registration so know your prereqs!
CONTACT the Director of Secondary Education for any professional education core courses for
an “override” if you have an in progress or transfer prerequisite credit. BANNER does
not recognize transfer courses that are perquisites for the next sequence you must ask
for an override in this case.
NOTE: Although an override may be granted due to logistics of admission to T.E.,
ALL prerequisites MUST be met when classes actually begin. You will be
administratively dropped if all prereqs are not met when the class actually begins.
SEE specific departments for overrides for any class that is in your major or any education
course that is owned by your major department i.e. special methods courses or
student teaching.
CHECK for any “holds” (encumbrances) on your record! You will to contact the office(s) that
applied each hold to make arrangements for release. You may have to register in person
in CARR 320.
USE the 5 digit CRN# to type in the classes you are registering for…..NOT the course code.
TYPE in all courses at once and submit for registration IF the courses require concurrent
enrollment. IF concurrent enrollment is NOT required, it is suggested that you
NOT register for all classes at once, but rather course by course incase one
fills up and would necessitate a different course choice.
WRITE down your schedule as you go because BANNER does not yet provide a
Trial schedule tool/grid but you can access a “week at a glance”.
SEE your advisor if a class that you need for graduation fills or is not available or if you
discover a time conflict that cannot be resolved.
BE PATIENT! We have tried to consider every option and possible problem with
registration under the new BANNER system. If you are blocked from
registration, please contact your academic advisor.
3

Class Schedule
Please make an appointment with your advisor well in advance of your
registration time. Registrations can be processed on the web or in an authorized
registration center. See the
https://www.secure.missouristate.edu/ClassSchedule/SemesterSelector.asp for
more information.
Use the printable trial schedule guide found on the above link to plan your
schedule and to search for a specific classes go to above link. Purchase and/or
review prices of textbooks.
Students are encouraged to view the Faculty Credentials to learn more about
the academic backgrounds of their professors and instructors.
Course Search
In order to search for available courses by semester please go to the following link
https://polar.missouristate.edu:9080/prod/bwckschd.p_disp_dyn_sched.
First enter the semester and year and then enter the course prefix and number. Make
certain that you choose only the campuses that you plan to attend.
4

5
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
TRIAL SCHEDULE WORKSHEET
FALL AND SPRING
SCHEDULING WORKSHEET--WATCH FOR OVERLAPPING CONFLICTS ON MONDAYS, TUESDAYS, WEDNESDAYS AND THURSDAYS
8:00-8:50 9:00-9:50 10:00-10:50 11:00-11:50 12:00-12:50 1:00-1:50 2:00-2:50 3:00-3:50 4:00-4:50 5:30 6:30 7:30 8:30
8:00-9:15 9:30-10:45 11:00-12:15 12:30-1:45 2:00-3:15 3:30-4:45
8:00-8:50 9:00-9:50 10:00-10:50 11:00-11:50 12:00-12:50 1:00-1:50 2:00-2:50 3:00-3:50 4:00-4:50 5:30 6:30 7:30 8:30
8:00-9:15 9:30-10:45 11:00-12:15 12:30-1:45 2:00-3:15 3:30-4:45
8:00-8:50 9:00-9:50 10:00-10:50 11:00-11:50 12:00-12:50 1:00-1:50 2:00-2:50 3:00-3:50 4:00-4:50 5:30 6:30 7:30 8:30
8:00-9:15 9:30-10:45 11:00-12:15 12:30-1:45 2:30-3:15 3:30-4:45
8:00-8:50 9:00-9:50 10:00-10:50 11:00-11:50 12:00-12:50 1:00-1:50 2:00-2:50 3:00-3:50 4:00-4:50 5:30 6:30 7:30 8:30
8:00-9:15 9:30-10:45 11:00-12:15 12:30-1:45 2:00-3:15 3:30-4:45
8:00-8:50 9:00-9:50 10:00-10:50 11:00-11:50 12:00-12:50 1:00-1:50 2:00-2:50 3:00-3:50 4:00-4:50 5:30 6:30 7:30 8:30
8:00-8:50 9:00-9:50 10:00-10:50 11:00-11:50 12:00-12:50 1:00-1:50 2:00-2:50 3:00-3:50 4:00-4:50
Interactive Web Trial Schedule Available at: https://www.secure.missouristate.edu/ClassSchedule

NEW GENERAL EDUCATION 49-54 SECONDARY EDUCATION
I. BASIC REQUIRED COURSES 15-18 Cr IP Need ADVISEMENT WORKSHEET
GEP 101 2 Please see academic departments for advisement
CIS/CSC 101, CSC 111, or Competency Exam 0-3
FALL 2010
COM 115 3 GENERAL EDUCATION (con't)
ENG 110 & Writing II (refer to program) 3/3 Area 5 - Creativity and Vision
HR Cr IP Need
MTH 130, 135 or higher 3 DAN 180 3
PED 100 2 ENG 203, or 205, or 215 Choose one 3
II. AREAS OF INQUIRY 23 MUS 241 3
A. Natural World 8-10 * = lab
THE 101 or 109 3
Choose 1 course from 2 of the 4 areas: (1 to include 1 credit hr of lab)
AST 114 or 115*; PHY 100*, 101*, 102 III. PUBLIC AFFAIRS 9
123* or 203* 4-5 A. American Studies 6 HR Cr IP Need
GLG 110* or 171; HST 121 or 122 3
GRY 135* or 142* 4 PLS 101 / Senate Bill #4 requirement 3
CHM 105*, 106, 107 or 160 4-5
BIO 102*, 121*,BMS 100*, 105*or110* 4
Before Selecting Coursework, A Secondary Education Student Must
Consult With Their Departmental Advisor To Determine General
Education Courses Which Will Also Meet Major Requirements
GEN. ED. RECOMMENDATIONS DIFFER BY DEPARTMENTS
B. Culture & Society+ 6 CONTENT AREA OF MAJOR 2.5+ GPA/30-60 Hrs
Area 1 - Humanities Perspective
HR Cr IP Need Secondary Education majors are advised
AAS 100 3 in the major field!
ART 271, 272, 273 or 274 3 Consult with your Departmental Advisor
ENG 200 3 prior to making course selections
HST 103 or 104 3
IDS 397 Choose one 3
LLT 121 3
MUS 345 or 346 3 PROFESSIONAL EDUCATION 33 2.50+ GPA Req.
PHI 115 3 Foundations/Teaching Methods 21
REL 101, or 102, or 131 3 see their department for specific education requirements.
HR Cr IP Need
Area 2 - Social Sciences Perspective
HR Cr IP Need EDC 150 1
AGR 100 3 SEC 302 4
ANT 100 3 PSY 360 3
ECO 155 3 EDC 350** 3
GRY 100 or 108 Choose one 3 IMT 365 3
MED 120 3 SPE 340** 2
PLN 100 3 RDG 474** 2
SOC 250 3 SFR/PSY 486 ** 3
C. Self-Understanding 9
Area 3 - Social Behavioral Perspective
PSY 121 3
Area 4 - Humanities Perspective
HR Cr IP Need
ART 200 3
Teaching methods **AGE 558, ART 401, BSE 503/540, CFS
512/515, COM 417, ENG 405, HST 418, MCL 413, MTH 409, MTH
410, MUS 410/411, PED 411, SCI 414, THE 417
HR Cr IP Need Clinical Experience 12 (Student Teaching) HR Cr IP Need
ENG 287 or 380 3 * Teaching methods course(s) required for each certification area
LLT 180 Choose one 3 **
MUS 239 3 +
PHI 105 or 110 3
REL 100 or 210 3
EFFECTIVE FALL 2008
Agriculture, Mathematics, Music, Physical Education and Science majors must
AGE 493/494, AGT 493/494, ART 490/491, BSE 493/494, CFS 493/494,
COM 490/491, ENG 432/433, HST 422/423, MCL 493/496, MTH
493/494, MUS 494/496, PED 493/496, SCI 493/494 or THE 490/491
A "C" or better is required in all Professional Education coursework
Must be admitted to the Teacher Education Program
Select courses with at least 4 different codes from 5 areas to satisfy the
3-4
Culture & Society & Self-Understanding "Areas of Inquiry
Certification requirements are subject to change periodically. In order to process your
certification application, you must meet current requirements.
12
6

PROFESSIONAL EDUCATION UNIT
SECONDARY EDUCATION PROGRAMS
MISSOURI STATE UNIVERSITY
Bachelor of Science in Education
Suggested Course Sequencing
Agriculture, Mathematics, Music, & Physical Education majors must see their department for specific education requirements
(All statements in this document concerning requirements, prerequisites, conditions or other matters are for informational purposes and
subject to change. Effective academic advisement is a partnership, with advisees sharing in the responsibility.)
COM 115, PSY 121 and CIS/CSC 101 OR CSC 111 are prerequisites for advanced courses and should be completed during the freshman year
Semester 1
IDS 110 or UHC 110 Freshman Orientation
General Ed courses
Major course work
Semester 3
EDC 150 Introduction to Teaching
General Ed courses
Major course work
`
Semester 5
*EDC 350 School and Society
*SPE 340 Edu Altern for Exceptional Students
(PED 468 required for PE majors)
General Ed or Major courses
Semester 7 Take the PRAXIS II (ETS)
** 401-518 Specialty Area Methods Course
SFR/PSY 486 Management and Assessment in
Middle and Secondary Classroom
Major courses
* Admission to teacher education required
** Listed under Dept. codes and admitted to
teacher education required
Hours
1
9
6
16
1
6
9
16
3
2
12
17
3-4
3
9
16-17
Semester 2
General Ed courses
Major course work
Semester 4
SEC 302 Gen Methods of Instruction in the
Middle and Secondary schools
PSY 360 Educational Psychology
General Ed or Major courses
Semester 6
*RDG 474 Rdg & Writing in the Content Field
IMT 365 Instr Appl of Tech and Media
General Ed or Major courses
Semester 8 Student Teaching
Student teaching meetings are held each January
for the coming academic year. Attendance is
required.
Block 1 Supervised Teaching
Block 2 Supervised Teaching
Student must register for student teaching under their
departmental major code
Hours
9
6
15
The CBASE test must be taken and passed with a 265 or higher in order to be admitted to the teacher education program. All
components of the CBASE must be passed within a two-year time limit from the first attempt.
Prerequisites to meet before you can enroll in SEC 302 – 45 hrs completed, ACT (if required by the University or DESE), combined GPA 2.5,
have major GPA of 2.5or higher (major GPA of 2.75 minimum for Social Studies), and EDC 150 or concurrent enrollment or equivalent competencies.
To take education courses beyond SEC 302 you must be admitted to the Teacher Education program (Exception PSY 360 and IMT
365). To be admitted to the Teacher Education program you must have completed COM 115, EDC 150 and SEC 302 with a C or higher, have a
combined GPA of 2.5 or higher, and have passed all the components of the CBASE test with a 265 or higher, completed portfolio checkpoint 1 and
background check. When requirements are met, PEC will evaluate your credentials for admission to Teacher Education.
File the Degree Program when you have 30 or more hrs completed, an ACT (if required by the University or DESE), a combined GPA of 2.5 or
higher, and have all basic skills courses completed or in progress. Admission to degree program is different from admission to Teacher Education
program. You must see your departmental advisor in order to file your Degree Program.
The hours listed above total 125-126. Total hours differ for secondary majors. If you wish to complete the program in EIGHT semesters you may
need to take a heavier load than what is suggested or take some courses during the summer semesters. See your departmental advisor for help with
planning your program.
CHECK ALL PREREQUISITE REQUIREMENTS BEFORE REGISTERING EACH SEMESTER.
PLS 101 courses taken at out of state or private universities may not have included Missouri Constitution. This will be indicated by NM (not met) on
transfer student’s audits. In this case, PLS 103 is required.
4
3
9
16
2
3
12
17
6
6
12
7

Bachelor of Science in Education – Agriculture Education
Department of Agriculture
Name:__________________________________ Student #:_____________
General Education [50 Hours] Professional (Certification ) [38 Hours]
Basic Required Courses
IDS 110 (1)_____
Computers_________________________ (2)_____
PED 100 (2)_____
Communications [9]
English 110 (Composition I) (3)_____
Writing II (AGR 320 Technical Writing) (3)_____
Communication 115 (Public Speaking) (3)_____
Mathematics [3]
Math 135 (College Algebra) or higher (3)_____
Science [9]
Biology 102 or 121 (4)_____
Chemistry 105 or 160 (5)_____
Culture & Society [6]
Humanities________________________ (3)_____
AGR 100 – Technology Impact on Society (3)_____
Self-Understanding [9]
PSY 121 Introductory Psychology (3)_____
Humanities________________________ (3)_____
Creativity_________________________ (3)_____
Public Affairs [9]
History 121 or 122 (American History) (3)_____
Political Sci 101 (American Government) (3)_____
GEP 397 – Animal Rights/Welfare Issues (3)_____
Agriculture [45 Hours]
Phase I
AGE 318 – Introduction to Ag Ed (2)_____
SEC 302 – General Methods of Instruction (4)_____
PSY 360 – Educational Psychology (3)_____
CBASE score of 265 in: English_______ Writing______
Math______ Science______ Social Studies______
Portfolio Checkpoint #1 _________
Phase II
AGE 568 – Course & Program Building in Ag Ed (3)_____
RDG 474 – Reading and Writing in the Content Fields (2)_____
EDC 350 – School and Society (3)_____
SPE 340 – Educational Alternatives for Exceptional
Students (2)_____
SFR/PSY 486 Management and Assessment in the
Classroom (3)_____
AGE 558 – Teaching of Agriculture (3)_____
AGE 578 – Methods of Teaching Ag Mngmnt. (2)_____
AGE 588 – Methods of Teaching Ag Lab Mngmnt. (2)_____
PRAXIS II score of 525 in Ag Education______
Portfolio Checkpoint #2 _________
Phase III
AGE 493 – Student Teaching Internship in Ag (6)_____
AGE 494 – Student Teaching Internship in Ag (6)_____
Professional Portfolio Final Approval_____________
Agricultural Economics [4] Horticulture [3]
AGB 144 – Agricultural Economics (F, Sp) (4)_____ AGH 303 – Suburban Horticulture (F) or
AGH 443 – Greenhouse Management (Sp) (3)_____
Agricultural Business [3] Agronomy [6]
AGB 334 – Marketing Ag Products (F, Sp) (3)_____ AGA 105 – Soils & Crop Science (F, Sp) (3)_____
AGA 215 – Soils (F, Sp) (3)_____
Agricultural Mechanics [6]
AGR 399 – Construction (F) (1)_____ Natural Resources/Entomology [3]
AGR 399 – Welding (F) (2)_____ AGA 335 – Soil & Water Conservation (F, Sp) or
AGR__________________________________ ( )_____ AGW 143 – Introductory Forestry (F, Sp) or
AGR 383 – Applied Entomology (F, Sp) (3)_____
Animal Science [7]
AGS 101 – Animal Science (F, Sp) (4)_____ Agriculture Electives [10 minimum]
AGS 311 – Feeds & Feeding (F, Sp) (3)_____ __________________________________ ( )_____
__________________________________ ( )_____
Food Science [2] __________________________________ ( )_____
AGS 342 – Meat Science & Products (F, Sp) or __________________________________ ( )_____
AGS 346 – Dairy Products (Sp) (2)______
Suggested Agriculture Electives on Back Effective for Students Entering Fall 2004 (Revised 7/10/06)
8

Suggested Agriculture Electives (Refer to Undergraduate Catalog for complete listing)
Agricultural Business Food Science
AGB 314 – Legal Aspects of Agriculture (F) AGS 342 – Meat Science and Products (F, SP)
AGB 344 – Financing Agriculture ( F, Sp) AGS 346 – Dairy Products (Sp)
AGB 354 – Land Economics (D)
AGB 364 – Agricultural Resource Marketing (F) Horticulture
AGB 374 – Agricultural Business Management (Sp) AGH 243 – Indoor Plants
AGB 384 – Agricultural Selling (D) AGH 323 – Floriculture (Sp)
AGB 444 – American Agricultural Policy (S) AGH 325 – Herbaceous Plants (F)
AGB 514 – International Agricultural Trade (D) AGH 333 – Landscape Design (F, Sp)
AGB 524 – Agricultural Prices (F) AGH 343 – Vegetable Production (Sp)
AGB 584 – Farm Business Management (Sp) AGH 353 – Turf Management (Sp)
AGR 363 – Landscape Plants (F)
Agricultural Systems Management AGR 200 – Floral Design I & II (F, Sp)
AGR 157 – Principles of Ag Mechanization (F, Sp)
AGR 357 – Agricultural Power (Sp) Agronomy
AGR 367 – Agricultural Machinery (D) AGA 365 – Grain Crops (F)
AGR 377 – Agricultural Structures and Systems (D) AGA 375 – Forage Crops (Sp)
AGA 405 – Soil Fertility and Plant Nutrition (Sp)
Animal Science AGA 425 – Soil and Crop Management (F)
AGS 161 – Introduction to Horses AGA 485 – Weed Management (F)
AGS 162 – Introduction to Riding
AGS 191 – Eval. & Perform. Appraisal of Horses (F) Entomology
AGS 196 – Dairy & Meat Animal Evaluation (F, Sp) AGR 200 – Home and Garden Insects (D)
AGS 301 – Physiology of Farm Animals (F) AGR 313 – Beekeeping (D)
AGS 302 – Reproductive Physiology (F) AGR 383 – Applied Entomology (F, Sp)
AGS 306 – Veterinary Science (F)
AGS 311 – Feeds & Feeding (F, Sp) Natural Resources
AGS 316 – Animal Breeding (F) AGA 335 – Soil Conservation & Water Mgmt. (F, Sp)
AGS 396 – Advanced Dairy & Meat Animal Eval. (D) AGA 405 – Soil Fertility and Plant Nutrition (Sp)
AGS 432 – Sheep and Goat Science (Su) AGA 425 – Soil and Crop Management (F)
AGS 446 – Dairy Production (Sp) AGA 455 – Soil Genesis, Morph., & Classification (Sp)
AGS 451 – Poultry Science (F) AGW 143 – Introductory Forestry (F, Sp)
AGS 452 – Beef Cattle Production (Sp)
AGS 461 – Light Horse Production (S) Other
AGR 250 – Agricultural Communications (Sp)
AGR 300 – Food & Agricultural Chemistry (Sp)
Requirements for Eligibility to Enroll in Professional Education Courses
Valid ACT score on file at Missouri State University ________ Combined (MSU & transfer) GPA of 2.50 _______
Completed at least 30 hours _______ Highway patrol background check on file _______
(Application into Teacher Education Program is automatically made when enrolling in SEC 302)
Requirements for Admission to and Continuance in the Teacher Education Program
Combined (MSU & transfer) GPA of 2.50 _______ Agriculture GPA of 2.50_______
Completion of all Education/Ag Education courses with ―C‖ or higher _______
CBASE score of 265 in: English _____ Writing _____ Math _____ Science _____ Social Studies _____
Requirements for Student Teaching
Tuberculin Test _________ Sit for PRAXIS II ________ Completed at least 15 hours at Missouri State University______
Student Membership in AAAE for Professional Liability Insurance _________________ Department Recommendation_______
―C‖ or better in all attempted Professional Education courses_________________________
Advisor Recommendation (based on character, personality, and potential for teaching) _________________________
Requirements for Teacher Certification
Completed all Teacher Education Requirements __________ Fingerprints on file with Highway Patrol__________
9

10
ART EDUCATION
Course Sequence & Flow Chart
*Art 360 is the FOUNDATION COURSE for the art education program and PREREQUISITE to Art 366
Art 360 Art 366 Art 401 Art 460 Art 466
Introduction to Elementary Secondary Art Critical Issues Practicum
Art Education Art Education Education in Art Educ. in Art Educ.
SPRING ONLY FALL ONLY SPRING ONLY FALL ONLY FALL ONLY
TEXTS: TEXTS: TEXTS: TEXTS: TEXTS:
(1) Becoming An Becoming an
Art Teacher (Jane Bates) TBA TBA TBA Art Teacher
(2) Multiple Intelligences in Curriculum Planning II (ELEM) Curriculum Planning III (SEC) Curriculum Issues Teacher’s
the Classroom Art Standards Continued Art Standards Multicultural Studies Survival Guide
OBSERVATIONS (9 settings) 20+ hours Observations: Elementary Schls Observations: Secondary Theories of Art Education Teaching Demo
Visiting Specialits Program Technology for Pedagogy Technology for Pedagogy III Relating Theory to Practice Video Document
VHS: Master Teachers Teaching Visiting Teachers/ Specialists Visiting Teachers/ Specialists Curriculum Dev.
DVD: Words Of Wisdom Community Service Community Service Service Learning Group Discussions
Research
History of Art Education Classroom Management Classroom Management Historical Perspectives
Pedagogy for Elem Settings Pedagogy for Secondary & Contemporary Thought Preparation for
Student Teaching
Developmental Stages in Art K-12 Article Reports/ Group Discussion Article Reports/ Discussion Art Standards/Theory and
Diversity in Learning Styles Practice for Comprehensive EXHIBITION
DBAE-R & Comprehensive Programs ART PRODUCTION ART PRODUCTION programs Student Works
Curriculum Development I (Comp) Art methods & materials for Elem Art methods & materials for
Unit & Lesson Planning for ART programs Secondary art teaching Visiting Teachers/Specialist
Assessment/Evaluation (K-12)
Assessment/Evaluation for Elem Assessment/Evaluation Curriculum Presentations
Elem/Middle/HS/Special Populations) Oral Presentations: curriculum Oral Presentations: curriculum
National Standards &State Standards
Multicultural Studies Multicultural Studies
ART PRODUCTION
Development of Visuals (Process/Concept)
Journal/Sketchbook E-PORTFOLIO DEVELOPMENT ELECTRONIC PORTFOLIO Art 490 Student Teaching Block I
CHECKPOINT II CHECKPOINT II Art 491 Student Teaching Block II
e-Portfolio Checkpoint III
*Some course listings may change according to program updating and class needs *STUDENTS OF STUDENTS EXHIBIT

BSED-ART
Application to
the degree
Art 401
Art 366
OF EDUCA
Art 460
30
hours
Art 466
Checkpoint
3
Liability Insurance
Art 360
Checkpoint
2
Student
Teaching
Art 490
Art 491
Judith Fowler
Coordinator, Art Education
―Students
of Students‖
Exhibition
Art Education Program
Putting Theory into Practice
Art 100/Art 101
Art 115/Art 215
Art History
Studio Courses
COLLEGE
Art Electives
K-12
Teacher
Certification
ART
SFR/PSY 486
EDC
150
IMT
365
EDC
350
SPE
340
SEC
302
PSY
360
Liability
Insurance
Checkpoint
1
RDG
474
CBA
SE
Exam
Teacher
Education
Program
Entrance
ntrance
CERTIFIED
K-12
ART EDUCATOR
PRAXIS
exam
for
certification
11

Art Education
STUDENT ADVISING
ARAC3 Comprehensive Art Education Program
K-12 Teaching Certification
BSED in ART EDUCATION
1. ART EDUCATION FACULTY
Judith Fowler
Program Coordinator for BSED & Masters Degree
Teaches: (Art 360, 466)
Steve Willis: Art 366/401/460
2. TWO CONNECTED PROGRAMS OF STUDY
Admission to the BSED-Art degree program (ART & DESIGN/see advisor)
Admission to the Teacher Education Program (COE)
3. CONTENT AREA COURSES
(Prerequisites are enforced and are not waived)
Art 360 Introduction to Art Education
Art 366 Elementary Methods course (Checkpoint II)
Art 401 Secondary Methods course (Checkpoint II)
Art 460 Critical Issues in Art Education
Art 466 Practicum in Art Education
4. ART & DESIGN COURSES
(See degree planner/yellow sheet)
5. COLLEGE OF EDUCATION COURSES
EDC 150, EDC 350, SEC 302, PSY 360, IMT 365, RDG 474, SPE 340, SFR/PSY 486
6. STUDENT TEACHING
Art 490 Student Teaching/Elementary School (Checkpoint III)
Art 490 Student Teaching/Secondary School (Checkpoint III)
Students of Students Exhibition
7. PROGRAM REQUIREMENTS
NAEA/MAEA Student Membership
Liability Insurance and Background Check
Art History Minimum (12-15 hours)
Completion of all course work prior to Student Teaching
Students of Student Exhibition
CBASE exam passed in all areas
PRAXIS (requirement for certification)
Electronic Portfolio I, II, III
GPA 2.50
12

IDS 110 or UHC 110 (Honors Prog. Only) 1
CIS/CSC 101, CSC 111, or Competency exam 0-3
COM 115 3
ENG 110 & ENG 210 3/3
MTH 130 or higher 3 DAN 180 3
PED 100 2 ENG 203 or 205 or 215 3
MUS 241 3
THE 101 or 109 3
A. American Studies (6 hrs.) Hr Cr IP Need
HST 121 or 112 3
AST 114 or 115* or PHY 100* or 101* or 123* 4-5 PLS 101 / Senate Bill #4 requirement 3
CHM 105* or 106 or 107* or 160 4 B. The Capstone Course (3 hrs.) Hr Cr IP Need
GLG 110* or 171 or GRY 135* or 142* 4 GEP 397 3
BIO 102* or 121* BMS 100 or 105* or 110 4 IV. CONTENT AREA OF MAJOR Hr Cr IP Need
ART 271, 272, 273 or 274 3
B. Social Sciences Perspective (3 hrs.) Hr Cr IP Need
AGR 100 3
ANT 100 (recommended for art majors) 3
ART 460 Critical Issues in Art Education
ECO 155 3 ART 490 STUDENT TEACHING 6
GRY 100 or 108 3 ART 491 STUDENT TEACHING (CKPT 3) 6
MED 120 3
PLN 100 3
SOC 150 3
SELF UNDERSTANDING (9hrs) 1 course Studio from Courses Social Behavioral (Art 212, 224, Perspective 235, 242, and 253, 1 course from (B)
27
1 course from Social Behavioral Perspective and 1 course fomr (B)
255) Including nine (9) art electives
Humanities Perspective
GENERAL EDUCATION (47-50 hrs.)
I. BASIC REQUIRED COURSES (12-17 hrs.) Hr Cr IP Need
II. AREAS OF INQUIRY (23 hrs)
NATURAL WORLD (8 HRS.)
At least 1 course must include a lab. (*=lab)
Hr Cr IP Need
CULTURE AND SOCIETY (6 HRS.)
1 course from (A) Humanities Perspective and 1 course from (B) Social
Sciences Perspective
A. Humanities Perspective (3 hrs.) Hr Cr IP Need
A. Social Behavioral Perspective (3 hrs.) Hr Cr IP Need
ART EDUCATION
ADVISEMENT WORKSHEET
(Comprehensive K-12 certification )
CREATIVITY AND VISION (3 hrs.)
1 course from the following list Hr Cr IP Need
III. PUBLIC AFFAIRS (9 hrs.)
ART 360 Intro to Art Education
(field observations)
ART 366 Elementary Methods
(field observations)
ART 401 Secondary Methods (observations)
CKPT 2
ART 466 PRACTICUM (observations/miniteaching)
STUDENTS OF STUDENTS EXHIBITION (required)
Foundations Courses (Art 100, 101, 115, 215) 12
Art History (may include Gen Ed. Humanities
course)
PSY 121 (required) 3 V. PROFESSIONAL EDUCATION (18 hrs) Hr Cr IP Need
B. Humanities Perspective (3 hrs.) HR CR IP Need EDC 150 (Introduction to Teaching ) 1
ENG 287 or 380 3 PSY 360 (Development of Adolescent Student) 3
LLT 180 3 SEC 302 (Methods of Secondary Instruction) 4
MUS 239 3 IMT 365 (Technology and Media) 3
PHI 105 or 110 3 EDC 350 (School and Society) 3
REL 100 or 210 3
SPE 340 (Educational Alternatives for Exceptional
Students) 2
RDG 474 (Reading and Writing in the Content
Field
2
SFR/PSY 486 Management and Assessment in
Middle and Secondary Classroom
3
3
3
3
3
3
12
13

Art Education Program Requirements
FOUNDATIONS 12 hours
Art 100 Art 101
Art 115 Art 215
STUDIO REQUIREMENTS 18 hours
Art 212 Ceramics
Art 224 Painting
Art 235 Sculpture
Art 242 Printmaking
Art 253 Fibers
Art 255 Photography
STUDIO ELECTIVES 9 hours
(Art 210, 312, 315, 323, 342, 324, DES 300
or one course from Art 354, 355, 356)
(BFA students may take Art 360, 366, 401)
ART HISTORY 9-12 hours
Art 271 Western Art I (15 hours strongly suggested)
Art 272 Western Art II
Art 273 African/Oceanic/Americas
Art 274 East Asian Art
Art 480 Modern Art OR Art 484/Contemporary Art
ART EDUCATION PROGRAM 15 hours
*ADMISSION TO ART EDUCATION PROGRAM *Liability Insurance
Art 360 Introduction to Art Education
Art 366 Elementary Art Methods (Electronic Portfolio Checkpoint 2)
Art 401 Secondary Art Methods (Electronic Portfolio Checkpoint 2)
Art 460 Critical Issues in Art Education
Art 466 Practicum in Art Education
Art 490 Student Teaching I 3 hours
Art 491 Student Teaching II
Students of Students Exhibition
Electronic Portfolio Checkpoint 3
COLLEGE OF EDUCATION 21 hours
EDC 150 (1) SPE 340 (2) RDG 474 (2)
EDC 350 (3) PSY 360 (3) SFR/PSY 486 (3)
SEC 302 (4) IMT 365 (3)
* Electronic Portfolio checkpoint I
* See Secondary Handbook Info (CBASE, ADMISSION TO TEACHER EDUCATION, PRAXIS II, Student
Teaching requirements, Prerequisites, Liability Insurance, etc.)
14

NEW GENERAL EDUCATION 47-50 PROFESSIONAL EDUCATION
I. BASIC REQUIRED COURSES 12-17 Cr IP Need ADVISEMENT WORKSHEET
IDS 110 or UHC 110 (Honors Prog. only) 1 Secondary Education (Grades 9-12)
CIS/CSC 101, CSC 111, or Competency Exam 0-3
COM 115 3 GENERAL EDUCATION (con't)
ENG 110 & Writing II 3/3 2. Humanities Perspective 3 HR Cr IP Need
MTH 135 or higher 3 ART 200 3
PED 100 2 ENG 287 or 380 3
II. AREAS OF INQUIRY 23 LLT 180 Choose one 3
A. Natural World 8 * = lab, 2 areas 1 w/lab MUS 239 3
Choose one course in PHY/Earth science: PHI 105 or 110 3
AST 114 or 115* 4 REL 100 or 210 3
CHM 105* or 106 or 107 or 160 4
GLG 110* or 171 4 3. Creativity & Vision 3 HR Cr IP Need
GRY 135* or 142* 4 DAN 180 3
PHY 100* or 101* or 102 or 123* or 203* 4-5 ENG 203, or 205, or 215 Choose one 3
Choose one course in biological science: 4 MUS 241 3
BIO 102* or 121* BMS 100 or 105* or 110* THE 101 or 109 3
B. Culture & Society+ 6
Students must use courses with at least four different codes to satisfy the III. PUBLIC AFFAIRS 9
Culture & Society & Self-Understanding "Areas of Inquiry".
A. American Studies 6 HR Cr IP Need
1. Humanities Perspective 3 HR Cr IP Need HST 121 or 122 3
AAS 100 3 PLS 101 / Senate Bill #4 requirement 3
ART 271, 272, 273 or 274 3
ENG 200 3
HST 103 or 104 3 GEN. ED. VARIES DEPENDING ON MAJOR!
IDS 397 Choose one 3 PROFESSIONAL EDUCATION 35 2.50+ GPA Req.
LLT 121 3 Foundations/Teaching Methods 25
MUS 345 or 346 3 HR Cr IP Need
EDC 150 1
PHI 115 3 SCI 214 - fall only, sophmore year 1
REL 101, or 102, or 131 3 SEC 302 - prereq. 45 hrs, 2.5 GPA, coreq. EDC 150 4
2. Social Sciences Perspective 3 HR Cr IP Need PSY 360 - prereq. PSY 121 3
AGR/TEC 100 3 IMT 365 - prereq. CIS 101, coreq. SEC 302 3
ANT 100 3 Admisson to Teacher Education
ECO 155 3 EDC 350 - prereq. SEC 302, co-req. PSY 360 3
GRY 100 or 108 Choose one 3 SPE 340- prereq. SEC 302 2
MED 120 3 RDG 474 2
PLN 100 3 SCI 314 - SCI 214, spring only, junior year 3
SOC 150 3 SCI 414 - senior year, fall only, SCI 214 and 314 3
C. Self-Understanding 9 Clinical Experience 12 HR Cr IP Need
1. Social Behavioral Perspective 3 HR Cr IP Need SCI 493 (6) & SCI 494 (6) 12
PSY 121 3
Categorical Biology and Unified Science-Biology Programs
CONTENT AREA OF MAJOR
See back of page for required science and math.
See advisor in science department.
15

Categorical Biology 2.5+ GPA/30-60 Hrs
HR Cr IP Need HR Cr IP Need
BIO 121 4 BIO 121 4
BIO 122- prereq BIO 121 4 BIO 122- prereq BIO 121 4
BIO 215 - prereq 4 hours BIO 2 BIO 215 - prereq 4 hours BIO, fall only 2
BIO 235 - prereq BIO 121, 122, MTH 135 4 BIO 235 - prereq BIO 121, 122, MTH 135 4
BIO 310 - prereq BIO 235 5 BIO 310 - prereq BIO 235 5
BIO 361 - prereq BIO 235 4 BIO 361 - prereq BIO 235 4
BIO 369- prereq BIO 121, 122, MTH 135 4 BIO 369- prereq BIO 121, 122, MTH 135 4
BIO 515 - prereq BIO 235, MTH 135 3 BIO 515 - prereq BIO 235, MTH 135 3
300 - level BIO elective 2 300 - level BIO elective 2
SCI 505- prereq 70 hrs, 8 hrs natural science 3 SCI 505- prereq 70 hrs, 8 hrs natural science 3
MTH 135 and MTH 181 6 MTH 135 and MTH 181 6
or MTH 138 5 or MTH 138 5
or MTH 261 5 or MTH 261 5
or MTH 287 3 or MTH 287 3
CHM 105 5 CHM 160 4
or CHM 160, 170 and 175 9 CHM 170 3
PHY 100 4 CHM 175 2
or PHY 123 and PHY 124 8 PHY 123 4
GLG 110 4 PHY 124 4
or GRY 135 4 GRY 135 4
or GLG 171 4 GLG 110 4
You MUST meet State Certification requirements in effect
at the time your teaching certificate is granted
You must pass the PRAXIS II exam to be eligible for student teaching.
You must have a C in all professional education courses You must earn a 2.50 GPA in all required science and math courses.
You must earn a 2.50 overall GPA.
Categorical certification permits you to teach any biology courses at the high school level.
Unified certification permits you to teach any biology courses at the high school level AND
Unified Science Biology 2.5+GPA/30-60 Hrs
16

Science Education Coursework Summary 2009-2010
Fall of Sophomore Year:
SCI 214 is offered in the fall semester. You must have completed 8 hours of
science and a computer course before taking this course. Ideally you would
enroll in this course the fall of your sophomore year. You may concurrently
enroll in EDC 150 and SEC 302.
Spring of Junior Year:
SCI 314 is offered in the spring semester. You must have completed a
course in each of the 4 science disciplines and SEC 302 before taking this
course. Ideally you would enroll in this course the spring of your junior year.
SCI 505 is offered in the spring semester. You must have 70 hours of credit
including at least 8 hours of science courses before taking this course.
Ideally you would enroll in this course in the spring of your junior year.
Fall of Senior Year:
SCI 414 is offered in the fall semester. Prerequisite courses: SCI 214 and
SCI 314; completion of 20 hours in the primary science field; minimum of
one required course in BIO, CHM, PHY, GLG or GRY;
EDC 350 or concurrent enrollment; RDG 474 is recommended. You should
enroll in this course during your senior year, immediately before student
teaching.
Spring of Senior Year:
SCI 493 and SCI 494 are the courses that you will take during your student
teaching semester.
PORTFOLIO:
During your SCI courses, you will be directed to compile a set of documents
that illustrate your competencies as a scientist and a teacher.
During your science courses (BIO, CHM, PHY, GRY/GLG), you must collect
and save assignments that demonstrate your ability to perform scientific
investigations. You must also save the documents so that your grade is
visible. Appropriate assignments include laboratory reports, homework
assignments, research papers, etc.
17

1. Keyboarding (2 hours minimum)
2. Accounting (3 hours minimum)
3. Economics (2 hours minimum)
4. Business/Consumer Related Law (2 hours minimum)
5. Business Communications (2 hours minimum)
6. Management (2 hours minimum)
9. Electives (0-6 hours minimum)
BUSINESS EDUCATION ADVISEMENT WORKSHEET
7. Marketing (2 hours minimum)
8. Computer/Emerging Technology (9 hrs minimum)
One year (2000 hours) of approved occupational
experience or appropriate internship approved by
The following courses are required for the BSED
degree and are not used to fulfill DESE certification
requirements
CIS 201 2 Computer Applications for Business
ACC 201
ACC 211
OR
Total Hours
ACC 206
3 Introduction to Financial Accounting
3 Introduction to Managerial Accounting
4
ACC Choices and Methods (Honors students
only)
ECO 155 3 Principles of Macroeconomics
ECO 165 3 Principles of Microeconomics
RIL 231
3 Legal Environment in Business
MGT 286 3 Business Communications
MGT 340 3 Organizational Behavior and Management
MKT 350 3 Principles of Marketing
CIS 195 3 Introduction to Desktop Publishing
CIS 429 3 Information Systems in Business
Choose One:
CIS 205 3 Website Design & Development
CIS 260 3 Application Development 1
CIS 101 2 Computers for Learning
Choose One:
QBA 237 3 Basic Business Statistics
FGB 380 3 Financial Management
CIS 494 5-6
Internship in Computer Information Systems
RIL 232 2 Debtor and Creditor Rights and Remedies
Globalization Requirements: All business majors are required to
complete six (6) hours of Globalization Requirements. The
College of Business Administration strongly encourages students
to complete six (6) hours from one foreign language to complete
the
42-45
Must have a grade point average of 2.50 on a 4.0 scale in the subject area.
18

General Education Requirements (43-54)
Special COBA Requirements (36-51)
Professional Education: (minimum) (34)
EDC 150 – Introduction to Teaching 1
Comprehensive Business Education Major
Bachelor of Science in Education
(Certifiable Grades 9-12)
Cr Hrs Cr Rec Cr Bal Prerequisites/Periodicity
PSY 360 – Educational Psychology 3 PSY 121
SEC 302 – Mid/Sec General Methods of Instruction 4 45Hrs,2.50 gpa,w/EDC 150
EDC 350 – School and Society 3 SEC302, w/PSY 360 2
IMT (SFT) 365 – Insr Appl of Tech and Media 3 2.50 gpa,w/SEC 302, CIS/CSC101
RDG 474 – Improving Rdg in Sec School Classroom 2 See Footnote 2
SPE 340 - Educational Alternatives for Exceptional Students 2 See Footnote 2
BSE 503 - Teaching of Business 3 SEC 302, EDC 350, ACC 211, 70
Hrs 1,2,4, /Fall
PSY or SFR 486 - Assessment/Classroom Management Psy 360 2
BSE 493 - Supervised Teaching (Secondary) 6 See Footnote 3
BSE 494 - Supervised Teaching (Secondary) 6 See Footnote 3
Major Program Requirements: (12)
CIS 195 - Intro/Desktop Publishing 3 CIS/CSC 101/Fall
CIS 205 – Web Site Design/Dev or CIS 260 – App Dev I 3 CIS/CSC 101
BSE 524 - Advanced Microcomputer Applications 3
BSE 540 – Curriculum Development for Business
Education
To meet certification:
2.50 on all course work attempted at all colleges; 2.50
in the major field of study, 2.50 in professional
education courses; no grade lower than a "C" in all
professional education courses; refer to professional
education worksheet in Glass 106.
1 Approved major or minor in business or permission.
2 Must be admitted to the Secondary Teacher Education Program.
3 Spring 4
Fall 2008 – 8/25/2008
Cr Rec -Credit
hours received
for courses
completed.
Cr Bal -
Credit
balance
needed to
fulfill
requirements.
Notes:
A minimum of
12 credit
hours not
counted on
any other
major or
minor, and
exclusive of
"problems"
and
"readings"
courses, is
required for
the
completion of
any additional
major in
business.
3
Admitted to teacher education, completion of all methods courses, C or better in all professional education courses, approved to
student teaching.
4 Undergraduate business and undecided majors must be admitted to the degree program.
For Advisement Only. Consult the appropriate catalog for degree requirements.
If student has any education courses from transfer, student must meet with the secondary education
director to discuss these courses.

Missouri State University
Department of Chemistry
Chemistry Education
http://chemistry.missouristate.edu
Contact the Department of Chemistry to be assigned an advisor.
836-5506
EMAIL – Chemistry@missouristate.edu
Major Requirements (31-36 hours)
CHM 160(4)
CHM 170(3)
CHM 175(2)
CHM 200(5) OR CHM 342(5) AND CHM 343(5) OR CHM 342(5) AND CHM 344(3)
CHM 302(5)
CHM 352(3)
CHM 460(3)
CHM 435(2)
CHM 505(4)
Related Requirements (25 hours)
PHY 123(4)
PHY 124(4)
SCI 505(3)
PSY 121(3)
BIO 121(4)
GLG 110(4) OR GLG 171(4)
MTH 287(3)
Option 1: Categorical Science
CHM 375(3)
Option 2: Unified Science
CHM 463(1)
BIO 122(4)
GLG 110(4)
GRY 135(4)
General Education Courses
General Education (See General Education section of catalog). The following required courses can be
used to meet both General Education and Major Requirements: BIO 121(4); CHM 160(4) or PHY
123(4) or GLG 110(4) or GLG 171(4); MTH 287(3). Specific General Education Requirements for
Teacher Certification (see College of Education/Secondary Education section of catalog).
Professional Education Courses (35 hours)
SCI 214 (1)
SCI 314 (3)
SCI 414 (3)
Other Professional Education courses (29 hours): See Professional Education section of catalog.
20

TOTAL HOURS TOTAL HOURS
Unified Science Categorical
Core-Major 31-36 Core-Major 31-36
Related 25 Related 25
Option 2 9 Option 1 3
Professional Ed 34 Professional Ed 35
General Ed 33-36 General Ed 33-36
132-140 127-135
See the ―New‖ Professional Education Advisement Worksheet for the general education and professional
education checklist.
Natural World - Students must take CHM 160, BIO 121 and PHY 123 or PHY 203
EDC 150 (1) Introduction to Teaching
SCI 214 (1) Introduction to Science Teaching in the 21 st Century, fall only
SEC 302 (4) General Methods of Instruction in the Middle and Secondary Schools
Prerequisite: 45 semester hours; 2.50. combined GPA; EDC 150 (―C‖ or better) or concurrent
enrollment, or equivalent competencies. NOTE--C-Base examination much be passed to
proceed beyond this point in the professional education program.
PSY 360 (3) Educational Psychology
Prerequisite: PSY 121 The psychology course is to be taken prior to or concurrently with EDC 350
IMT 365 (3) Instructional Applications of Technology and Media
Prerequisite: CIS 101, CSC 101, or competency test. Recommended concurrent enrollment with
SEC 302.
EDC 350 (3) School and Society
Prerequisite: PSY 360 or concurrent enrollment. Admission to Teacher Education Program.
SPE 340 (2) Educational Alternatives for Exceptional Students
Prerequisite: Admission to Teacher Education Program.
RDG 474 (2) Reading and Writing in the Content Fields
Prerequisite: Admission to Teacher Education Program
Secondary Methods
SCI 314 (3) Laboratory Techniques and Technology, spring only
Prerequisite: SCI 214
SCI 414 (3) Teaching Secondary School Natural Science, fall only
Prerequisite: SCI 214 and SCI 314
SCI 493 & SCI 494 Supervised Teaching
Prerequisite: Admission to Teacher Education Program, completion of appropriate special
methods courses, completion of Portfolio Checkpoint 2, 15 hours completed at Missouri
State University with GPA of 2.50 or above, major GPA of 2.50 or above, a grade of ―C‖ or
better in all professional education courses, successful completion of subject area praxis,
results of TB test (must be within a year upon completion of student teaching),
recommendation of advisor and departmental recommendation. Note—Students are encouraged
to have completed the PRAXIS II exam prior to student teaching..
Admission to the Teacher Education Program
COM 115--―C‖ or better (―C‖ or better not required of post-baccalaureate students)
CBASE--Score of 265 or better in all 5 subcategories (not required of post-baccalaureate students)
Combined GPA of 2.50 or better
Major GPA of 2.50 or better (post-baccalaureate students only)
SEC 302 (or SFR 250 and SEC 300/301) with a ―C‖ or better
ACT score--If required by DESE (certification within 5 years of high school graduation)
Highway Patrol background check
Completion of Portfolio checkpoint one
Approval of PEC
21

First Semester (Fall)
Hrs Second Semester (Spring)
Hrs
IDS 110 Intro to Univ Life
1 CHM 170 General Chemistry II
3
ENG 110 Writing I 3 CHM 175 General Chemistry Laboratory
2
Culture and Society
3 BIO 122 General Biology II
4
CHM 160 General Chemistry I 4 GLG 110 Principles of Geology
4
BIO 121 General Biology I
4 PSY 121 Introductory Psychology
3
CSC 101 Computers for Learning
2 PED 100 Fitness for Living
2
EDC 150 Introduction to Teaching
1
Total Hours 18 Total Hours 18
Hrs Hrs
COM 115 Fundamentals of Public Speaking 3 CHM 200 Essentials of Organic Chemistry 5
MTH 287 Comp. Calculus w/Anal. Geom. I 1
Third Semester (Fall)
Fourth Semester (Spring)
3 PHY 124 Introduction to Physics II
4
PHY 123 Introduction To Physics I
4 ENG 210 Writing II
3
SCI 214 Introduction to Science Teaching
1 SEC 302 Gen. Methods of Instruction in Middle &
PSY 360 Educational Psychology
3 Secondary Schools
4
PLS 101 American Democracy and Citizenship 3
Summer
GRY 135 Atmospheric Science
17 Total Hours 16
Hrs
4
4
Hrs Hrs
3 4
3
3
2
CHM 302 Quantitative Analysis 5 3
CHM 435 Chemistry for Teachers 1
2
2
2
2
CHM 460 Environmental Chemistry I
RDG 474 Reading & Writing in Content Fields
1
Laboratory Teaching
CHM 463 Environmental Analysis 2
CHM 505 Fundamentals of Physical Chem.
EDC 350 School and Society
3
SPE 340 Educ. Alternatives for Excep. Stud.
2
Fifth Semester (Fall)
Sixth Semester (Spring)
Self Understanding/Humanities
SCI 505 Intellectual Foundations of Science and
Technology
SCI 314 Techniques and Technology in Science
IMT 365 Instruct Applications of Tech & Media
2
16 Total Hours 17
Seventh Semester (Fall)
Hrs Eighth Semester (Spring)
Hrs
SCI 414 Supervised Teaching in the Natural Sci. 3 SCI 493 Supervised Teaching in the Natural Sci. 6
Creativity and Vision
3 SCI 494 Supervised Teaching in the Natural Sci. 6
CHM 352 Introcution to Biochemistry
3
HST 121 or 122 US History 3
Culture and Society
3
1 Offered only in the Fall
2 Offered only in the Spring
Missouri State University - College of Natural and Applied Sciences
Department of Chemistry
Chemistry Education/Unified Science B.S. in Education Updated April 2009
This is a model four year graduation plan. Your path to graduation may vary slightly based on factors such as
college credit you earned while in high school and your choice of general education electives.
Total Hours
Total Hours
Total Hours
Total Hours
15 Total Hours 12
Total hours in program = 133
22

Missouri State University - College of Natural and Applied Sciences
Department of Chemistry
Chemistry Education/Categorical Science B.S. in Education Updated April 2009
This is a model four year graduation plan. Your path to graduation may vary slightly based on factors such as
college credit you earned while in high school and your choice of general education electives.
This degree program can be completed in eight semesters.
First Semester (Fall)
Hrs Second Semester (Spring)
Hrs
IDS 110 Intro to Univ Life
1 CHM 170 General Chemistry II
3
ENG 110 Writing I 3 CHM 175 General Chemistry Laboratory
2
PED 100 Fitness for Living
2 COM 115 Fundamentals of Public Speaking 3
CHM 160 General Chemistry I 4 GLG 110 Principles of Geology
4
BIO 121 General Biology I 4 PSY 121 Introductory Psychology
3
CSC 101 Computers for Learning
2 Culture and Society
3
EDC 150 Introduction to Teaching
1
Third Semester (Fall)
Total Hours
CHM 375 Intermediate Inorganic Chemistry* 1
MTH 287 Comp. Calculus w/Anal. Geom. I 1
PHY 123 Introduction To Physics I
SCI 214 Introduction to Science Teaching
PSY 360 Educational Psychology
PLS 101 American Democracy and Citizenship
Total Hours
17 Total Hours 18
Hrs Fourth Semester (Spring)
Hrs
3 CHM 200 Essentials of Organic Chemistry 5
3 PHY 124 Introduction to Physics II
4
4 ENG 210 Writing II
3
1 SEC 302 Gen. Methods of Instruction in Middle &
3 Secondary Schools
4
3
17 Total Hours 16
Hrs Hrs
3 4
3
3
2
CHM 302 Quantitative Analysis 5 3
CHM 435 Chemistry for Teachers 1
2
3
2
CHM 505 Fundamentals of Physical Chem.
EDC 350 School and Society
3
SPE 340 Educ. Alternatives for Excep. Stud.
2
Fifth Semester (Fall)
Sixth Semester (Spring)
Self Understanding/Humanities
SCI 505 Intellectual Foundations of Science and
Technology
SCI 314 Techniques and Technology in Science
Laboratory Teaching
RDG 474 Reading & Writing in Content Fields
2
CHM 352 Introduction to Biochemistry
IMT 365 Instruct Applications of Tech & Media
Total Hours
16 Total Hours 16
Seventh Semester (Fall)
Hrs Eighth Semester (Spring)
Hrs
3 SCI 493 Supervised Teaching in the Natural Sci. 6
Creativity and Vision
3 SCI 494 Supervised Teaching in the Natural Sci. 6
CHM 460 Environmental Chemistry I 3
HST 121 or 122 US History 3
3
1
SCI 414 Supervised Teaching in the Natural Sci.
Culture and Society
Total Hours
15 Total Hours 12
1 Offered only in the Fall Total hours in program = 127
2 Offered only in the Spring
23

NEW GENERAL EDUCATION 47-50 PROFESSIONAL EDUCATION
I. BASIC REQUIRED COURSES 12-17 Cr IP Need ADVISEMENT WORKSHEET
GEP 101 2 Secondary Education (Grades 9-12)
CIS/CSC 101, CSC 111, or Competency Exam 0-3
COM 115 3 GENERAL EDUCATION (con't)
ENG 110 & Writing II 3/3 2. Humanities Perspective 3 HR Cr IP Need
MTH 135 or higher 3 ART 200 3
PED 100 2 ENG 287 or 380 3
II. AREAS OF INQUIRY 23 LLT 180 Choose one 3
A. Natural World 8 * = lab, 2 areas 1 w/lab MUS 239 3
Choose one course in the Physical Sciences: PHI 105 or 110 3
AST 115* 4 REL 100 or 210 3
CHM 105* or 160 4
GLG 110* 4 3. Creativity & Vision 3 HR Cr IP Need
GRY 135* 4 DAN 180 3
PHY 100* or 123* 4-5 ENG 203, or 205, or 215 Choose one 3
Choose one course in biological science: 4 MUS 241 3
BIO 102* or 121* THE 101 or 109 3
B. Culture & Society+ 6
Students must use courses with at least four different codes to satisfy the III. PUBLIC AFFAIRS 9
Culture & Society & Self-Understanding "Areas of Inquiry".
A. American Studies 6 HR Cr IP Need
1. Humanities Perspective 3 HR Cr IP Need HST 121 or 122 3
AAS 100 3 PLS 101 / Senate Bill #4 requirement 3
ART 271, 272, 273 or 274 3
ENG 200 3
HST 103 or 104 3 GEN. ED. VARIES DEPENDING ON MAJOR!
IDS 397 Choose one 3 PROFESSIONAL EDUCATION 35 2.50+ GPA Req.
LLT 121 3 Foundations/Teaching Methods 25
MUS 345 or 346 3 HR Cr IP Need
EDC 150 1
PHI 115 3 SCI 214 - fall only, sophmore year 1
REL 101, or 102, or 131 3 SEC 302 - prereq. 45 hrs, 2.5 GPA, coreq. EDC 150 4
2. Social Sciences Perspective 3 HR Cr IP Need PSY 360 - prereq. PSY 121 3
AGR/TEC 100 3 IMT 365 - prereq. CIS 101, coreq. SEC 302 3
ANT 100 3 Admisson to Teacher Education
ECO 155 3 EDC 350 - prereq. SEC 302, co-req. PSY 360 3
GRY 100 or 108 Choose one 3 SPE 340- prereq. SEC 302 2
MED 120 3 RDG 474 2
PLN 100 3 SCI 314 - prerequisite SCI 214, spring only, junior year 3
SOC 150
C. Self-Understanding 9
3
SCI 414 - senior year, fall only, prerequisite SCI 214
and 314
3
1. Social Behavioral Perspective 3 HR Cr IP Need Clinical Experience 12 HR Cr IP Need
PSY 121 3 SCI 493 (6) & SCI 494 (6)
Categorical Earth Science and Unified Science-ES Programs
CONTENT AREA OF MAJOR
See back of page for required science and math.
See advisor in science department.
24

Categorical Earth Science 2.5+ GPA/30-60 Hrs
HR Cr IP Need HR Cr IP Need
GLG 110 Principles of Geology 4 GLG 110 Principles of Geology 4
GLG 314 Historical Geology 4 GLG 314 Historical Geology 4
GLG 318 Oceanography 3 GLG 318 Oceanography 3
GLG 412 Field Geology of Mid-Continent 4 GLG 412 Field Geology of Mid-Continent 4
GRY 135 Atmospheric Science 4 GRY 135 Atmospheric Science 4
GRY 348 Geomorphology 3 GRY 348 Geomorphology 3
GRY 351 Conserv. of Nat. Resources 3 GRY 351 Conserv. of Nat. Resources 3
GLG Elective 3 GLG Elective 3
AST 115 4 AST 115 4
BIO 102 4 MTH 138, or 135 plus 181, or 261, or 285 3-6
CHM 105 5 SCI 505 Philosophy of Science 3
PHY 100 4 CHM 160 4
MTH 138, or 135 plus 181, or 261, or 285 3-6 CHM 170 3
SCI 505 Philosophy of Science 3 CHM 175 2
You MUST meet State Certification requirements in effect
at the time your teaching certificate is granted
PHY 123 4
PHY 124 4
BIO 121 4
BIO 122- prereq BIO 121 4
You must pass the PRAXIS II exam to be eligible for student teaching.
You must have a C in all professional education courses You must earn a 2.50 GPA in all required science and math courses.
You must earn a 2.50 overall GPA.
Unified Science Earth Science 2.5+GPA/30-60 Hrs
Categorical certification permits you to teach any earth science courses at the high school level.
Unified certification permits you to teach any earth science courses at the high school level AND
25

Missouri State University - College of Natural and Applied Sciences
Department of Geography, Geology, and Planning
Earth Science Education B.S. in Education Updated May 2010
Categorical Science--Earth Science
This is a model four year graduation plan. Your path to graduation may vary slightly based on factors such
as college credit you earned while in high school, your choice of general education electives, and placement
in English and Mathematics.
This degree program can be completed in eight semesters plus one summer.
First Semester (Fall)
Hrs Second Semester (Spring)
Hrs
GEP 101 First Year Foundations
2 COM 115 Public Speaking or ENG 110 Writing I 3
ENG 110 Writing I or COM 115 Public Speaking 3 PLS 101 American Democracy & Citizenship 3
CSC/CIS 101 (or CSC 111 (3)) Computers 2 MTH 135 College Algebra* 3
PED 100 Fitness for Living 2 BIO 102 Principles of Biological Science 4
GLG 110 Principles of Geology
4 General Education - Culture & Society
3
General Education - Self Understanding
3
Total Hours
16 Total Hours
16
Third Semester (Fall)
Hrs Fourth Semester (Spring)
Hrs
EDC 150 Introduction to Teaching 1 SEC 302 General Methods of Instructions 4
SCI 214 Intro to Science Teaching 1 CHM 105 Fundamentals of Chemistry 5
PSY 121 Introductory Psychology 3 HST 121 or 122 US History 3
MTH 181 Trigonometry* 3 GLG 318 Oceanography 3
GLG 314 Historical Geology 4
General Education - Culture & Society
3
Total Hours
15 Total Hours
15
Summer (before sophomore, junior, or senior year) Hrs
GRY 135 Principles of Weather and Climate 4
Total Hours
4
Fifth Semester (Fall)
Hrs Sixth Semester (Spring)
Hrs
PHY 100 Survey of Physics 4 GLG 412 Field Geology of Mid-Continent 4
GRY 348 Geomorphology 3 SCI 314 Tech. for Sci Laboratory Teaching 3
GLG 358 (or equivalent) Writing II 3 SCI 505 Intellectual Foundations of Sci & Tech 3
PSY 360 Educational Psychology 3 EDC 350 School and Society 3
General Education - Self Understanding 3 IMT 365 Instructional App of Tech/Media 3
Total Hours
16 Total Hours
16
Seventh Semester (Fall)
Hrs Eighth Semester (Spring)
Hrs
AST 115 Basic Astronomy 4 SCI 493 Supervised Teaching I 6
GRY 351 Conservation of Nat. Resources 3 SCI 494 Supervised Teaching II 6
GLG Elective 3
SCI 414 Teaching Secondary Natural Science 3
SPE 340 Edud. Alt. for Exceptional Students 2
RDG 474 Reading & Writing in Content Fields 2
Total Hours
17 Total Hours
12
GPA Requirements: 2.50 GPA on all courses attempted at all colleges attended; at least a 2.50 GPA in the certificate
subject area (major field of study); at least a 2.50 GPA in any additional certificate subject area; at least a 2.50 GPA in the
professional educational courses; and no grade lower than a "C" in all professional education courses.
Other Requirements Include: CBASE score of 265 or higher or completion of waiver contract to continue in BSED
program beyond SEC 302 and for graduation; Praxis II exam must be taken prior to Supervised Teaching semester; must
* MTH 138 (5), Pre-Calculus Mathematics, can replace both MTH 135 (3) and MTH 181 (3).
Disclaimer: This model is based on courses offered in Spring 2010 and planned for Fall 2010. Degree requirements
and course scheduling are subject to change. The only official source for the requirements for this degree is the
current edition of the Missouri State University Undergraduate Catalog.

Missouri State University - College of Natural and Applied Sciences
Department of Geography, Geology, and Planning
Earth Science Education B.S. in Education Updated May 2010
Unified Science--Earth Science Emphasis
This is a model four year graduation plan. Your path to graduation may vary slightly based on factors such
as college credit you earned while in high school, your choice of general education electives, and placement
in English and Mathematics.
This degree program can be completed in eight semesters plus two summers.
First Semester (Fall)
Hrs Second Semester (Spring)
Hrs
GEP 101 First Year Foundations
2 COM 115 Public Speaking or ENG 110 Writing I 3
ENG 110 Writing I or COM 115 Public Speaking 3 PLS 101 American Democracy & Citizenship 3
CSC/CIS 101 (or CSC 111) Computers
2 MTH 135 College Algebra* 3
PED 100 Fitness for Living 2 BIO 122 General Biology II 4
GLG 110 Principles of Geology
4 General Education - Culture & Society
3
BIO 121 General Biology I 4
Total Hours
17 Total Hours
16
Third Semester (Fall)
Hrs Fourth Semester (Spring)
Hrs
EDC 150 Introduction to Teaching 1 SEC 302 General Methods of Instructions 4
SCI 214 Intro to Science Teaching 1 CHM 170 + 175 General Chemistry II (+ Lab) 5
PSY 121 Introductory Psychology 3 GRY 135 Principles of Weather and Climate 4
MTH 181 Trigonometry* 3 GLG 318 Oceanography 3
GLG 314 Historical Geology 4
CHM 160 General Chemistry I 4
Total Hours
16 Total Hours
16
Summer Session Before Junior Year Hrs
HST 121 or 122 US History 3
General Education - Self Understanding
3
Total Hours
6
Fifth Semester (Fall)
Hrs Sixth Semester (Spring)
Hrs
PHY 123 Introduction to Physics I 4 PHY 124 Introduction to Physics II 4
GRY 348 Geomorphology 3 GLG 412 Field Geology of Mid-Continent 4
GLG 358 (or equivalent) Writing II 3 SCI 314 Tech. for Sci Laboratory Teaching 3
PSY 360 Educational Psychology 3 SCI 505 Intellectual Foundations of Sci & Tech 3
EDC 350 School and Society 3 IMT 365 Instructional App of Tech/Media 3
Total Hours
16 Total Hours
17
Summer Session Before Senior Year Hrs
General Education - Self Understanding
3
General Education - Culture & Society
3
Total Hours
6
Seventh Semester (Fall)
Hrs Eighth Semester (Spring)
Hrs
AST 115 Basic Astronomy 4 SCI 493 Supervised Teaching I 6
GRY 351 Conservation of Nat. Resources 3 SCI 494 Supervised Teaching II 6
GLG Elective 3
SCI 414 Teaching Secondary Natural Science 3
SPE 340 Edud. Alt. for Exceptional Students 2
RDG 474 Reading & Writing in Content Fields 2
Total Hours
17 Total Hours
12
GPA Requirements: 2.50 GPA on all courses attempted at all colleges attended; at least a 2.50 GPA in the certificate
subject area (major field of study); at least a 2.50 GPA in any additional certificate subject area; at least a 2.50 GPA in the
professional educational courses; and no grade lower than a "C" in all professional education courses.
Other Requirements Include: CBASE score of 265 or higher or completion of waiver contract to continue in BSED
program beyond SEC 302 and for graduation; Praxis II exam must be taken prior to Supervised Teaching semester; must
* MTH 138 (5), Pre-Calculus Mathematics, can replace both MTH 135 (3) and MTH 181 (3).
Disclaimer: This model is based on courses offered in Spring 2010 and planned for Fall 2010. Degree requirements
and course scheduling are subject to change. The only official source for the requirements for this degree is the
current edition of the Missouri State University Undergraduate Catalog.

GENERAL EDUCATION (47-50 hrs.)
I. BASIC REQUIRED COURSES (12-17 hrs.) Hr Cr IP Need
IDS 110 or UHC 110 (Honors Prog. only) 1
CIS/CSC 101, CSC 111, or Competency exam 0-3
COM 115 3
ENG 110 & ENG 210 3/3
MTH 130 or higher 3
PED 100
2
PROFESSIONAL EDUCATION
ADVISEMENT WORKSHEET
B. S. Ed. English (Grades 9-12)
CREATIVITY AND VISION (3 hrs.)
1 course from the following list
DAN 180 3
II. AREAS OF INQUIRY (23 hrs.) ENG 203 or 205 or 215 3
NATURAL WORLD (8 hrs.)
At least 1 course must include a lab. (*=lab)
AST 114 or 115* or PHY 100* or 101* or 123*
Or 203*
Hr Cr IP Need III. PUBLIC AFFAIRS (9 hrs.)
MUS 241 3
THE 101 or 109 3
Hr Cr IP Need
4-5 A. American Studies (6 hrs.) Hr Cr IP Need
CHM 105* or 106 or 107* or 160 4 HST 121 or 122 3
GLG 110* or 171 or GRY 135* or 142* 4 PLS 101 / Senate Bill #4 requirement 3
CULTURE AND SOCIETY (6 hrs.)
1 course from (A) Humanities Perspective and 1 course from (B) Social Sciences
Perspective
IV. CONTENT AREA OF MAJOR (2.5 - GPA/42 hrs.) Hr Cr IP Need
ENG 235 (Critical Approaches to Literature) 3
ENG 312 (Shakespeare) May substitute 513 but may not
count it as a 500 level class.
ENG 338 (Literature for Young Adults) 3
A. Humanities Perspective (3 hrs.) Hr Cr IP Need ENG 340 (Survey of English Literature I) 3
ENG 200 (Required)
ENG 341 (Survey of English Literature II) 3
B. Social Sciences Perspective (3 hrs.) Hr Cr IP Need ENG 350 (Survey of American Literature I) 3
AGR/TEC 100 3
ANT 100 3
ECO 155 3
GRY 100 or 108 3
MED 120 3
ENG 351 (Survey of American Literature II) 3
ENG 360, 361, OR 362 3
ENG 390 (Modern English Grammar) 3
ENG 491 (Hist. Eng. Language) OR 494 (Dialects Am. Eng.) 3
ENG 520 (Comp. Rhetoric in High School /Jr. College) 3
SOC 150 3 ENG 283, 354, 355, 485 (Ethnic Literature) 3
SELF UNDERSTANDING (9 hrs.)
1 course from (A) Social Behavioral Perspective and 1 course from (B) Humanities
Perspective
A. Social Behavioral Perspective (3 hrs.)
PSY121 (Required) 3
Hr
rr
r
500-Level Literature (1 Course) 3
V. PROFESSIONAL EDUCATION (33 hrs.; 2.50 + GPA
Req.)
Cr IP Need EDC 150 (Introduction to Teaching) 1
PSY 360 (Development of Adolescent Student) 3
B. Humanities Perspective (3 hrs.) Hr Cr IP Need SEC 302 (Methods of Secondary Instruction) 4
ART 200 3
IMT 365 (Technology and Media) 3
ENG 287 3 EDC 350 (School and Society) 3
ENG 380 3 SPE 340 (Educational Alternatives for Exceptional Students) 2
LLT 180 3
RDG 474 (Reading and Writing in the Content Field) 2
SFR/PSY 486 Management and Assessment in Middle and
Secondary Classroom
MUS 239 3 ENG 405 (Teaching High School English) 3
PHI 105 or 110 3
REL 100 or 210 3
ENG 432 Student Teaching (old: SEC 493) 6
ENG 433 Student Teaching (old: SEC 494)
3
Hr Cr IP Need
3
6
28

Bachelor of Science in Education –English (Grades 9-12)
Suggested Course Sequencing - Starting Fall 1997 - New Gen Ed
(All statements in this document concerning requirements, prerequisites, conditions or other matters are for informational purposes and subject to
change. Effective academic advisement is a partnership, with advisees sharing in the responsibility.)
COM 115, PSY 121 and CIS/CSC 101 or CSC 111 are prerequisites for advanced courses and should be completed during the freshman year
Semester 1 Hours Semester 2 Hours
IDS 110 or UHC 110 Freshman Orientation
General Ed courses or
Major course work
PSY 360
EDC 150
General Ed courses
Major course work
Semester 3
Semester 5
EDC 350 (Admission to Teacher Ed. Program Required)
General Ed or Major courses
Semester 7
Take the Praxis II ( NTE) (CARR 311)
ENG 405
SFR/PSY 486
Electives
Major courses
1
15
16
3
1
10-11
3
17-18
3
13-14
16-17
3
3
4
6
16
General Ed courses
Major course work
Semester 4
SEC 302
IMT 365
General Ed or Major courses
Semester 6
RDG 474
SPE 340
ENG 520
General Ed or Major courses
Semester 8 (Student Teaching)
SEC 493 Supervised Teaching
SEC 494 Supervised Teaching.
(Required Student teaching meetings
held each January for the coming academic year.)
The C-BASE test must be taken and passed with a 265 or higher in order to be admitted to the Teacher Education program. All components of the C-
BASE must be passed within a two-year time limit from the first attempt.
There are prerequisites to meet before you can enroll in SEC 302 - 45 hrs completed, ACT (if required by the University or DESE), combined GPA 2.5
or higher, COM 115 and EDC 150 completed with a C or higher.
To take education courses beyond SEC 302 you must be admitted to the Teacher Education program (Exception IMT 365). To be admitted to the
Teacher Education program you must have completed COM 115, SFR 250 or EDC 150 and SEC 300/301 or SEC 302 with a C or higher, have a combined
GPA of 2.5 or higher, and have passed all the components of the C-BASE test with a 265 or higher, completed portfolio checkpoint 1 and background check.
When requirements are met, PEC will evaluate your credentials for admission to Teacher Education.
You need to file the Degree Program when you have 30 or more hrs completed, an ACT (if required by the University or DESE), a combined GPA of 2.5 or
higher, and have all basic skills courses completed or in progress. The degree program is different from the Teacher Education program you must see your
departmental advisor in order to file your Degree Program.
The hours listed above total 132. Total hours differ for secondary majors. If you wish to complete the program in EIGHT semesters you may need to
take a heavier load than what is suggested or take some courses during the summer semesters. See your departmental advisor for help with planning your
program. You MUST meet State Certification requirements in effect at the time of graduation.
Your program is accurate only when validated with a current audit. YOU ARE RESPONSIBLE FOR CHECKING ALL PREREQUISITES TO
COURSES.
PLS 101 courses taken at out of state or private universities may not have included Missouri Constitution. This will be indicated by NM (not met) on transfer
student’s audits. In this case, PLS 103 is required.
8-11
6
14-17
4
3
9
16
2
2
3
9
16
6
6
12
29

FAMILY AND CONSUMER SCIENCES EDUCATION
The Office of the Registrar determines whether a student has met all graduation requirements.
GENERAL EDUCATION REQUIREMENTS
I. BASIC REQUIRED COURSES 18 CR HRS.
GEP 101 or UHC 110 (all entering freshman) 2
hr
ENG 110 AND a WRITING II COURSE (placement test) 6 hr
MTH 130, OR HIGHER (placement test) 3 hr
COM 115 3 hr
PED 100 2 hr
CIS 101 OR CSC 101 (may test out of this course) 2 hr
II. AREAS OF INQUIRY 23-24 CR HR
A.NATURAL WORLD (8-9 HR) 1 COURSE MUST HAVE A
LAB
BIO 102 OR 121 (REQUIRED FOR FCS MAJORS) or
BMS 110 4 hr
CHM 105 or 106 (REQUIRED FOR FCS MAJORS) 4-5 hr
B. CULTURE AND SOCIETY (STUDENTS MUST USE COURSES WITH AT LEAST 4 COURSE
CODES TO SATISFY B AND C) (6 HR)
hr
1. Humanities Perspective (choose one)
AAS 100 3 hr
ART 271, 272, 273, 274 3 hr
ENG 200 3 hr
HST 103, 104 3 hr
IDS 397 3 hr
LLT 121 3 hr
MUS 345, 346 3 hr
PHI 115 3 hr
REL 101, 102, 131 3 hr
2. Social Science Perspective
SOC 150 Intro to Sociology
(REQUIRED FOR FCS MAJORS) 3
C. SELF-UNDERSTANDING (STUDENTS MUST USE COURSES WITH AT LEAST 4 COURSE
CODES TO SATISFY B AND C) (9 HR)
hr
1. Social/Behavioral Perspective
PSY 121 (REQUIRED FOR FCS MAJORS) 3
2. Humanities Perspective (choose one)
ART 200 3 hr
ENG 287, 380 3 hr
LLT 180 3 hr
MUS 239 3 hr
PHI 105, 110 3 hr
REL 100, 210 3 hr
3. Creativity and Vision Perspective (choose one)
THE 101, 109 3 hr
DAN 180 3 hr
ENG 203, 205, 215 3 hr
MUS 241 3 hr
III. PUBLIC AFFAIRS 6 CR HR
A. American Studies
HST 121 or 122 AND PLS 101 6 hr
TOTAL GENERAL EDUCATION CREDIT HOURS 47-48
FOR MAJORS DECLARED BEGINNING
FALL 2010
MAJOR REQUIREMENTS 38 HRS.
CFD 155 Principles in Human Development 3 hr
CFD 160 Principles Dev Early Childhood 3 hr
CFD 163 Relationships in Today’s Families 3 hr
CFD 250 Parenting in Cont. Society (fall only) (prereq CFD 160) 3 hr
CFD 361 Prin. Of Family Development(spring only) 3 hr
FCS 120 Family Health (fall only) 2 hr
BMS 130 Essentials of Nutrition or BMS 240 (prereq CHM 105) 3 hr
FCS 373 Family Economics 3 hr
FCS 472 Resource Mgt.(FALL ONLY) (orereq CFD163&FCS 373)3 hr
FCS 301 Textiles, Apparel & Fashion (spring only) 3 hr
HID 140 Interior Design 3 hr
HRA 218 Safety and Sanitation 3 hr
HRA 321 Principles of Food Preparation (prereq HRA 218) 3 hr
PROFESSIONAL EDUCATION in FCS 9 HRS
FCS 335 – Presentation Tech (SPRING ONLY) (prereq COM 115) 2 hr
*FCS 507-STU ORG FCS (concurrent with FCS 512) 1 hr
*FCS 512 –Teaching FCS (FALL ONLY) (prereq FCS 335) 3 hr
*FCS 515 –Org of Programs ( SPRING ONLY) (prereq FCS 512) 3 hr
PROFESSIONAL EDUCATION 33 HRS
EDC 150 Introduction to Teaching 1 hr
IMT 365 Inst Appl of Tech. and Media 3 hr
(prereq CIS 101/CSC 101, SEC 302 or concurrent)
SEC 302 Middle/Sec Methods of Instruction (prereq EDC 150) 4 hr
PSY 360 Educational Psychology (prereq PSY 121) 3 hr
*EDC 350 Foundations of Edu (prereq PSY 360 or concurrent) 3 hr
*RDG 474 Reading and Writing in Content Field 2 hr
*SPE 340 Exceptional Students 2 hr
*PSY/SFR 486 Mgt and Assessment in the Classroom 3 hr
*FCS 493 Supervised Teaching (1/2 SEMESTER) 6 hr
*FCS 494 Supervised Teaching (1/2 SEMESTER) 6 hr
(prereq FCS 507, 512, 515)
TOTAL 127-128 CR HRS
* Before a student can be admitted into the Professional Education program
and proceed with these professional education courses they must:
1) have an overall and major GPA of 2.50 or higher;
2) passed all portions of CBASE with a 265 or more;
3) have a grade of ―C‖ or better in COM 115, EDC 150 and SEC 302
4) ACT score on file;
5) have at least 45 semester hours;
6) Highway Patrol background check;
7) Portfolio Checkpoint 1 completed. Revised 4/10
30

FAMILY AND CONSUMER SCIENCES
Sequencing of Education Courses
Course Title Cr Prerequisites
EDC 150 Introduction to Teaching 1 None
SEC 302 General Methods of Instruction in the 4 45 semester hours
+* Middle and Secondary School
2.5 combined GPA
Highway Patrol Background Check
Valid ACT score, if required
EDC 150 or equivalent
Admission to Teacher Education
Requirements:
COM 115 with grade of C or better
C-Base – Score of 265 or better in all categories
Overall and major GPA of 2.50 or better
EDU 150 and SEC 302 with grade of C or better
ACT score on file
Family Care Safety Registry
Portfolio Checkpoint 1 completed
Approval of PEC
PSY 360 Educational Psychology 3 PSY 121
EDC 350 School and Society 3 Admission to Teacher Education Program
PSY 360 or concurrent enrollment
SPE 340 Educational Alternatives for
Exceptional Students
2 Admission to Teacher Education Program
RDG 474 Reading and Writing in the
Content Fields
2 Admission to Teacher Education Program
PSY/SFR Management and Assessment in 3 PSY 360
486 the Middle and Secondary
Classroom
Admission to Teacher Education Program
IMT 365 Instructional Applications of
Technology and Media
3 SEC 302
FCS 335 Presentation Techniques 2 COM 115 60 hours or permission
FCS 507 Student Organizations in 1 FCS 335 and concurrent enrollment in FCS 512 or
+ Family and Consumer Sciences
permission
FCS 512 Teaching Family and Consumer 3 FCS 335 and concurrent enrollment in FCS 507 or
+** Sciences
permission
Admission to Teacher Education Program
FCS 515 Organization of
3 FCS 507 and FCS 512 or permission of instructor
+ Career/Technical Programs
Admission to Teacher Education Program
It is recommended that students take the Praxis II the semester prior to student teaching. A score of
152 or better is required for graduation.
FCS 493 Supervised Teaching 6 Completion of all methods courses
Grade of C or better in all professional education
courses
Background check
Current pre-professional liability insurance
Approval for supervised teaching.
FCS 494
***
Supervised Teaching 6 Current enrollment in FCS 493
+Required clinical experience
*First Professional Portfolio Checkpoint during course
**Second Professional Portfolio Checkpoint
***Third Professional Portfolio Checkpoint 4/10
31

Health Added Endorsement
Missouri State University
Certification Requirements for Health (K-12)
Health Education (K-12) is only available at MSU as an Added Certificate Program. Students must
have completed certification in another area before pursuing this certificate program. General
Education and Professional Requirements for certification will have been met with the student's
initial certificate program.
Health Content Area K-12 (Minimum 32 Hours)
1. Human Anatomy-Physiology (3 hours) Anatomy - Choose One:
BMS 307 4 Human Anatomy
PED 250 3 Applied Human Anatomy
BMS 308 4 Human Physiology
Physiology - Choose One:
PED 252 3 Applied Human Physiology
2. Nutrition (2 hours) Choose One:
BMS 240 3 Introduction to Nutrition
CFS 130 3 Essentials of Nutrition
3. Drug Education (2 hours) SWK 330 3 Substance Abuse Interventions
4. Personal Health (2 hours) PED 257 2 Personal Health
5. Mental Health (2 hours) PSY 101 3 Psychology for Personal Growth
6. Family Life and Sex Education (3 hours) CFD 163 3 Relationships in Today's Families
7. Safety and First Aid (2 hours) PED 253 2 First Aid
Community Health (2 hours) PED 256 2 Community Health
Methods in Health (2 hours) PED 358 3 Health Education
Additional Health-Related Pre-requisite
courses required to enroll in the courses
above
PSY 121
BIO 102
3
4
Introduction to Psychology
Choose One:
Principles of Biological Science
BMS 110
4
Concepts in the Biomedical Sciences
Electives in Health (12 hours in health
required) (may include additional hours
from above)
CHM 105 5
Choose One:
Fundamentals of Chemistry
CHM 160 4 General Chemistry I
This requirement is met with the additional hours from
0 coursework taken above.
Total Hours 38-41
Must have a grade point average of 2.50 on a 4.0 scale in the subject area.
* Teachers must be certified in another elementary or secondary teaching field.
32

NAME _____________________________M#______________________
*Required for MTH major **Recommended for MTH major
***Required for any education major Cr Cr
Courses Cr Hrs Rec Bal
GENERAL EDUCATION 43-51 Cr Hrs
BASIC REQUIRED COURSE 14-21 Cr Hrs
GEP 101 First-Year Foundations / UHC 110 (Honors only) 0-2
Complete 1 of the following Computer Literacy Options 0-3
CIS/CSC 101 Computers for Learning 2(1-2)
**CSC 111 Intro to Computers 3(2-2)
Competency exam 0
COM 115 Fund of Public Speaking [take before SEC 302] 3
ENG 110 Writing I 3
Complete 1 of the following Writing II Options: (prerequisite 30 hrs) 3
ENG 210 Writing II: Academic Writing 3
ENG 221 Writing II: Writing for the Professions 3
Other Writing II: AGR 320, ENG 310/321, GLG 358, HST 210
NUR 472, PED 310, THE 210 3
A MTH course numbered 130 or higher 3-5
PED 100 Fitness for Living 2(1-2)
NATURAL WORLD Select one from each area. One lab. 8-10 Cr Hrs
*PHY 123 4(3-2) Introduction to Physics I 4
*PHY 203 5(3-4) Foundations of Physics I 5
BIO 102 4(3-2), 121 4(3-3) 4
BMS 100 4(4-0), 105 4(3-2), 110 4(3-2) 4
CHM 105 5(4-2), 106 4(4-0), 107 4(3-2), 160 4(4-0) 4-5
GLG 110 4(3-2), 171 4(4-0) 4
GRY 135 4(3-2), 142 4(3-2) 4
Students must use courses with at least four different course codes to
satisfy Culture & Society and Self-Understanding ―Areas of Inquiry.‖
CULTURE & SOCIETY Select one from each area.
HUMANITIES PERSPECTIVE
AAS 100 Intro to African American Studies 3
ART 271 History of Western Art I 3
ART 272 History of Western Art II 3
ART 273 Survey of the Art of Africa, Oceania, & the Americas 3
ART 274 A History of Eastern Asian Art 3
ENG 200 Cultural Heritage in Literature 3
HST 103 World History to 1600 3
HST 104 World History after 1600 3
IDS 397 International Culture & Study Abroad 3
LLT 121 Classical Mythology 3
MUS 345 Music in Western Culture & Society I 3
MUS 346 Music in Western Culture & Society II 3
PHI 115 Ethics & Contemporary Issues 3
REL 101 Literature & World of Old Testament 3
REL 102 Literature & World of New Testament 3
REL 131 Religion In America 3
SOCIAL SCIENCES PERSPECTIVE
AGR 100 Technology Impact on Society 3
ANT 100 World Cultures 3
6 Cr Hrs
BSEd/MTH Effective Fall 2010
**ECO 155 Principles of Macroeconomics 3
GRY 100 Global Issues: Geographic Perspectives 3
GRY 108 Ecology & Society 3
MED 120 Mass Media & Society 3
PLN 100 Understanding Cities 3
SOC 150 Introduction to Society 3
SELF-UNDERSTANDING Select one from each area. 9 Cr Hrs
SOCIAL/BEHAVIORAL PERSPECTIVE
***PSY 121 Introductory Psychology 3
HUMANITIES PERSPECTIVE
ART 200 Art in Context 3
ENG 287 Life Stages in Literature 3
ENG 380 Intro to Women's Literature 3
LLT 180 Hero and Quest 3
MUS 239 Intro to World Music 3
PHI 105 Critical Thinking 3
PHI 110 Intro to Philosophy 3
REL 100 Intro to Religion 3
REL 210 Paths of World Religion 3
CREATIVITY & VISION PERSPECTIVE
DAN 180 Intro of the Dance 3
ENG 203 Creative Writing: Poetry 3
ENG 205 Creative Writing: Non-fiction 3
ENG 215 Creative Writing: Short Story 3
MUS 241 The Language of Music 3
THE 101 Intro to Theatre & Drama Arts 3
THE 109 Performance Studies 3
PUBLIC AFFAIRS Select one from each area. 6 Cr Hrs
AMERICAN STUDIES
HST 121 3(3-0) Survey History of U.S. to 1877 3
HST 122 3(3-0) Survey History of U.S. since 1877 3
DEMOCRACY & CITIZENSHIP
PLS 101 American Democracy & Citizenship
(Includes required Missouri Constitution topics – PLS 103) 3
Bachelor of Science in Education Certified 9-12 Math
Major
MATHEMATICS MAJOR (GPA must be ≥ 2.5) 45- 47 Cr Hrs
EDUCATION (Cum GPA ≥ 2.5 required for admission) 33 Cr Hrs
A minimum of C is required in each of the following:
EDC 150 Introduction to Teaching 1
SEC 302 (prereq 45 hrs, 2.5 GPA, EDC 150 or conc) Methods Instr 4
EDC 350 (prereq Teacher Ed & PSY 360 or conc) School &Society 3
SPE 340 (prereq 302) Ed Alternatives for Exceptional Students 2
PSY 360 (prereq PSY 121) Develop Adolescent Student 3
RDG 474 (prereq SEC 302) Reading and Writing in Content Field 2
MTH 409 Teaching & Learning I - spring semesters only 3
MTH 410 Teaching & Learning II, w/ Field Experience – fall only 3
MTH 493 (student teaching) 6
MTH 494 (student teaching) 6
RESIDENCE & 125 Hrs MINIMUM Total Hrs
33

MATHEMATICS MAJOR
Bachelor of Science in Education
(Certifiable Grade 9-12)
MTH 261 --- Analytical Geometry / Calculus I 5
MTH 280 --- Calculus II 5
MTH 302 --- Multivariate Calculus 3
MTH 315 --- Algebraic Structures 3
(Prerequisite for courses beyond MTH 345)
MTH 345 --- Statistics for Science and Engineers 3
MTH 460 --- College Geometry (fall semesters only) 3
MTH 497 --- Senior Seminar 1
MTH 532 --- Intro-Abstract Algebra 3
MTH 533 --- Linear Algebra 3
MTH 575 --- History of Mathematics (fall semesters only) 3
Two additional courses from: 6
MTH 503 --- Advanced Calculus I
MTH 536 --- Theory of Numbers (spring semesters only)
MTH 540 --- Statistics Theory I
MTH 567 --- Intro to Non-Euclidean Geometry (on demand)
MATH Hours 38
Additional mathematics major requirements in a related field:
CSC 121 (3 hrs) or 125 (4 hrs) or 131 (4 hours) 3-4
CSC 121 --- Intro Basic Programming (3 hrs) – recommended
CSC 125 --- Into C++ Programming - targets Engineering majors (4 hrs)
CSC 131 --- Intro to Comp Science I – targets CS majors or HS programming teachers (4 hrs)
(CSC 130 is a prerequisite for CSC 131but is waived for BSEd-Mathematics majors.)
PHY 123 (4 hrs) or 203 (5 hrs) 4-5
PHY 123 --- Intro to Physics I (4 hrs) – eligibility to enroll in MTH 261 is a prerequisite
PHY 203 --- Found of Physics I (5 hrs) – MTH 261 is a prerequisite or to be taken concurrently
(Meets a general education requirement. Complete computer competency prior to Physics.)
Total Hours 45-47
The Natural World general education requirements for all students includes two courses (8-10 hours, at least one laboratory class), with
selection from two of the following four areas (Astronomy or Physics; Biology or Biomedical Sciences; Chemistry; Geology or
Geography). The required Physics course for students in the BSEd – Secondary Mathematics program meets one of these two general
education courses. The second Natural World course needed by students in this program must, therefore, come from Biology, Biomedical
Sciences, Chemistry, Geography or Geology.
The following is a possible sequence of courses for the Freshman and Sophomore years:
Freshman Year
1st Semester
ENG 110: Writing I 3 hours
PSY 121: Intro. Psychology 3 hours
CSC 111: Intro. Computing 3 hours
MTH 261: Analytic Geometry and Calculus I 5 hours
GEP 101: First-Year Foundations
2nd Semester
2 hour
16 hours
PLS 101: American Governments I or
HST 121 or 122: History of the U.S.
3 hours
COM 115: Public Speaking [take before SEC 302] 3 hours
MTH 280: Analytic Geometry and Calculus II 5 hours
CSC 121: BASIC Programming (recommended) or 3 hours
CSC 125: C++ Programming or 4 hours
CSC 131: Intro. Computer Science _______
14-15 hours
Sophomore Year
1st Semester
MTH 315: Algebraic Structures 3 hours
MTH 302: Multivariate Calculus 3 hours
PHY 123: Intro. Physics or 4 hours
PHY 203: Foundations of Physics I 5 hours
PED 100: Fitness for Living 2 hours
EDC 150: Intro. Teaching 1 hour
Elective
2nd Semester
3 hours
16-17 hours
ENG 221: Writing II 3 hours
MTH 345: Statistics for Scientists/Engineers 3 hours
MTH 460: College Geometry 3 hours
SEC 302: Methods of Instruction 4 hours
Electives 3-6 hours
16-19 hours
34

GENERAL EDUCATION 47-50
I. BASIC REQUIRED COURSES 12-17 Cr IP Need GENERAL EDUCATION (con't)
IDS 110 or UHC 110 (Honors Prog. only) 1 3. Creativity & Vision 3 HR Cr IP Need
CIS/CSC 101, CSC 111, o r Co mpetency Exam0-3 DAN 180 3
COM 115 3 ENG 203, or 205, or 215 Choose one 3
ENG 110 & Writing II 3/3 MUS 241 3
MTH 135 or higher 3 THE 101 or 109 3
PED 100 2
II. AREAS OF INQUIRY 23 III. PUBLIC AFFAIRS 9
A. Natural World 8 (2 areas, 1 w/lab*)
[(+) = required in major content area] A. American Studies 6 HR Cr IP Need
Choose one course in PHY/Earth science: HST 121 or 122 3
AST 114 or 115*(+) 4 PLS 101 / Senate Bill # 4 requirement 3
CHM 105*(+) or 106 or 107 or 160 4-5
GLG 110*(+) or 171 4
GRY 135*(+) or 142* 4
PHY 100*(+), 101*, 102, 123*, 203* 4-5 CONTENT AREA OF MAJOR 2.5+ GP A/30-60 Hrs
Choose one course in biological science: 4 Please refer to specific language content requirements
BIO 102*(+), 121*, BMS 100, 105*, 110* (Spanish, French, German)
B. Culture & Society 6
1. Humanities Perspective 3 HR Cr IP Need
AAS 100 3
ART 271, 272, 273 or 274 3
ENG 200 3
HST 103 or 104 3
IDS 397 Choose one3
LLT 121 3
MUS 345 or 346 3
PHI 115 3
REL 101, or 102, or 131 3
2. Social Sciences Perspective 3 HR Cr IP Need
AGR 100 3
ANT 100 3
ECO 155 3 Foundations/Teaching Methods 23 HR Cr IP Need
GRY 100 or 108 Choose one3 EDC 150 2
MED 120 3 SEC 302 - prereq. 45 hrs., 2.5 GPA, coreq. SCI 214 4
PLN 100 3 PSY 360 - prereq. PSY 121 3
SOC 150 IMT 365 - prereq. CIS 101, coreq. SEC 302 3
C. Self-Understanding 9 Admission to Teacher Education
1. Social Behavioral Perspective 3 HR Cr IP Need EDC 350 - prereq. SEC 302, co-req. PSY 360 3
PSY 121 3 SPE 340 - prereq. SEC 302 2
2. Humanities Perspective 3 HR Cr IP Need RDG 474 2
ART 200 3 MCL 413 - last semester before student teaching 1
ENG 287 or 380 3 3
LLT 180 Choose one 3
SFR/PSY 486 Management & Assessment in
Middle and Secondary Classroom 3
MUS 239 3
MCL BSED WORKSHEET-FALL 2010
PROFESSIONAL EDUCATION 35 2.50+ GP A Req.
PHI 105 or 110 3 Clinical Experience 12 (Student Teaching) HR Cr IP Need
REL 100 or 210 3 MCL 493 (6) & MCL 494 (6) 12
35

BSED in French
French Courses (to fulfill requirement B)
Bachelor of Science in Education
(Certifiable grades K-12)
A. General Education Requirements - see General Education Program and Requirements section of catalog
B. Major Requirements (30 hours)
1. FRN 201 (3), FRN 202 (3), FRN 311 (3), FRN 312 (3), FRN 326 (3), FRN 335 (3), FRN 410 (3), and
FRN 415 (3)
2. FRN 313 (3) or FRN 314 (3)
3. Six additional hours in French electives beyond 102 to bring total hours in French to at least 33
hours
4. MCL 499(0)
5. Have an official ACTFL OPI (Oral Proficiency Interview) and receive a rating of at least "Advanced-
Low."
C. Professional Education courses: MCL 413(3), 493(5-6), 496(5-6); and the Professional Education Required
Core and Competencies - see Teacher Certification, Teacher Education Program and Secondary Education
Requirements section of catalog
D. General Baccalaureate Degree Requirements - see General Baccalaureate Degree Requirements section of
catalog
E. In order to meet Missouri state teacher certification requirements, candidates for the Bachelor of Science
in Education degree are required to meet the following grade point average requirements: at least a 2.50
GPA on all course work attempted at all colleges attended; at least a 2.50 GPA in the certificate subject
area (major field of study) which includes all courses listed under B; at least a 2.50 GPA in any additional
certificate subject area; at least a 2.50 GPA in the professional education courses; and no grade lower
than a "C" in all professional education courses. All GPA requirements include both Missouri State and
transfer grades.
36

ADVISEMENT WORKSHEET FOR BACHELOR OF SCIENCE IN EDUCATION IN FRENCH
GENERAL EDUCATION (43-52 hours)
Some courses General Education courses have
prerequisites. Check course descriptions in
Undergraduate Catalog.
I. Basic Required Courses (14-21 hours)
____ GEP 101 or UHC 110 (2)
____ CIS 101, CSC 101, CSC 111, or waiver exam (0-3)
____ COM 115 (3)
____ ENG 110 (3)
____ Writing II (3)
____ MTH 130 or higher (3-5)
____ PED 100 (2)
II. Natural World (8-10 hours)
Select from 2 different areas. One course must have a
lab.
____ AST 114 (4), AST 115 (lab) (4), PHY 100 (lab) (4),
PHY 101 (lab) (4), PHY 123 (lab) (4), PHY 203 (lab) (5)
____ BIO 101 (lab) (4), BIO 102 (lab) (4), BIO 121 (lab)
(4), BMS 100 (4), BMS 105 (lab) (4), BMS 110 (lab) (4)
____ CHM 105 (lab) (5), CHM 106 (4), CHM 107 (lab)
(4), CHM 160 (5)
____ GLG 110 (lab) (4), GLG 171 (4), GRY 135 (lab) (4),
GRY 142 (lab) (4)
III. Culture and Society (6 hours)
Select 1 from each area.
Humanities Perspective
____ AAS 100 (3), ART 271 (3), ART 272 (3), ART 273 (3),
ART 274 (3), ENG 200 (3), HST 103 (3), HST 104 (3), IDS
397 (3), LLT 121 (3), MUS 345 (3), MUS 346 (3), PHI 115
(3), REL 101 (3), REL 102 (3), REL 131 (3)
Social Sciences Perspective
____ AGR 100 (3), ANT 100 (3), ECO 155 (3), GRY 100
(3), GRY 108 (3), MED 120 (3), PLN 100 (3), SOC 150 (3)
IV. Self Understanding (9 hours)
Select 1 from each area.
Social/Behavioral Perspective
____ PSY 121 (3)
Humanities Perspective
PROFESSIONAL EDUCATION (36 hours)
Foundations/Teaching Methods (24 hours)
____ EDC 150 (1)
____ SEC 302 (4)
____ PSY 360 (3)
____ EDC 350 (3)
____ IMT 365 (3)
____ SPE 340 (2)
____ RDG 474 (2)
____ SFR/PSY 486 (3)
____ MCL 413 (3)
Clinical Experience/Student Teaching (12 hours)
___ MCL 493 (6)
___ MCL 496 (6)
CONTENT AREA COURSES (30 hours)
___ FRN Elective above 102
___ FRN Elective above 102
___ FRN Elective above 102
___ FRN Elective above 102
___ FRN Elective above 102
___ FRN Elective above 102
___ FRN elective upper division
___ FRN elective upper division
___ FRN Elective 400 or 500 level
___ FRN Elective 400 or 500 level
ELECTIVES
____ If necessary, additional electives to bring credithour
total to 125.
Candidates are encouraged to add service learning
credits to eligible SPN courses and to take additional
SPN electives to bring credit-hour total to 125.
OTHER REQUIREMENTS
____ Pass all sections of CBASE exam
____ Portfolio Checkpoint 1
____ Portfolio Checkpoint 2
____ Portfolio Checkpoint 3
____ Maintain combined GPA of 2.50 or better
____ Maintain major GPA of 2.50 or better
____ Take official ACTFL OPI, score Advanced Low or
37

____ ART 200 (3), ENG 287 (3), ENG 380 (3), LLT 180 (3),
MUS 239 (3), PHI 105 (3), PHI 110 (3), REL 100 (3), REL
210 (3)
Creativity and Vision Perspective
____ ENG 203 (3), ENG 205 (3), ENG 215 (3), MUS 241
(3), THE 101 (3), THE 109 (3), DAN 180 (3)
V. Public Affairs (6 hours)
____ HST 121 (3) or HST 122 (3)
____ PLS 101 (3)
better
____ Take MCL 499 (exit assessment)
____ Pass PRAXIS II Specialty Area Exam
RECOMMENDATIONS
Candidates are strongly encouraged to study away for
at least one full academic semester. Contact the
departmental faculty and the Study Away Office for
options.
38

SAMPLE EIGHT-SEMESTER GRADUATION PLAN
SEMESTER 1 (FALL) SEMESTER 2 (SPRING)
FRN 101 – Beginning French I 3 FRN 102 – Beginning French II 3
GEP 101 2 PED 100 2
COM 115 3 Writing II 3
ENG 110 3 EDC 150 1
MTH 130 3 PSY 121 3
14 Natural World course (with lab) 4
16
SEMESTER 3 (FALL) SEMESTER 4 (SPRING)
FRN 201 – Intermediate French I 3 FRN 202 – Intermediate French II 3
Natural World course (no lab) 4 FRN elective above 102 3
Culture and Society course (humanities) 3 SEC 302 4
Self Understanding course (creativity and
vision)
3 Culture and Society course (social sciences) 3
Self Understanding course (humanities) 3 Elective (any non-required three hour course) 3
16 16
SEMESTER 5 (FALL) SEMESTER 6 (SPRING)
FRN elective above 102 3 Upper-division FRN course 3
FRN elective above 102 3 Upper-division FRN course 3
FRN elective above 102 3 400- or 500-level FRN course 3
PLS 101 3 HST 121 or HST 122 3
PSY 360 3 EDC 350 3
15 15
SEMESTER 7 (FALL) SEMESTER 8 (SPRING)
MCL 413 – Teaching Foreign Languages 3 MCL 493 – Student Teaching 6
400- or 500-level FRN course 3 MCL 496 – Student Teaching 6
IMT 365 3 MCL 499 – Exit Assessment 0
SPE 340 2 12
RDG 474 2
SFR/PSY 486 3
16
IMPORTANT NOTES:
1. This sample schedule assumes students will test out of the computer literacy requirement.
2. As reflected in this sample schedule, the BSED in French requires at least 12 hours of upper-division FRN
credits, including at least 6 hours at the 400 or 500 levels.
3. This sample schedule does not assume students will enter the program having completed (or tested out
of) FRN 101 and 102. Students entering the program as freshman with credit for those two courses must
replace those 6 hours with additional electives.
4. As written, this sample schedule totals 120 hours. An additional 5 hours are required for graduation.
Students are encouraged to add 1 credit hour of service learning to two FRN courses at the 300 level or
higher and to take one additional 3-hour FRN elective (during their final semester) to bring the total to
125 hours.
5. Students are strongly encouraged to study away in a French-speaking country for at least a summer,
preferably an entire semester. The department coordinates an intensive summer study away program,
and the Study Away Office can work with students to find a program that fits their needs.
39

BSED in German
German Courses (to fulfill requirement B)
Bachelor of Science in Education
(Certifiable grades K-12)
A. General Education Requirements - see General Education Program and Requirements section of catalog
B. Major Requirements (30 hours)
1. Complete 33 hours beyond 102. Of that total, at least 12 hours must come from upper-division
courses, including at least six hours at the 400 or 500 levels. With advisor approval, a maximum
of six hours from LLT 225 and LLT 271 may count toward the degree.
2. MCL 499(0)
3. Have an official ACTFL OPI (Oral Proficiency Interview) and receive a rating of at least "Advanced-
Low."
C. Professional Education courses: MCL 413(3), 493(5-6), 496(5-6); and the Professional Education Required
Core and Competencies - see Teacher Certification, Teacher Education Program and Secondary Education
Requirements section of catalog
D. General Baccalaureate Degree Requirements - see General Baccalaureate Degree Requirements section of
catalog
E. In order to meet Missouri state teacher certification requirements, candidates for the Bachelor of Science
in Education degree are required to meet the following grade point average requirements: at least a 2.50
GPA on all course work attempted at all colleges attended; at least a 2.50 GPA in the certificate subject
area (major field of study) which includes all courses listed under B; at least a 2.50 GPA in any additional
certificate subject area; at least a 2.50 GPA in the professional education courses; and no grade lower
than a "C" in all professional education courses. All GPA requirements include both Missouri State and
transfer grades.
40

ADVISEMENT WORKSHEET FOR BACHELOR OF SCIENCE IN EDUCATION IN GERMAN
GENERAL EDUCATION (43-52 hours)
Some courses General Education courses have
prerequisites. Check course descriptions in
Undergraduate Catalog.
I. Basic Required Courses (14-21 hours)
____ GEP 101 or UHC 110 (2)
____ CIS 101, CSC 101, CSC 111, or waiver exam (0-3)
____ COM 115 (3)
____ ENG 110 (3)
____ Writing II (3)
____ MTH 130 or higher (3-5)
____ PED 100 (2)
II. Natural World (8-10 hours)
Select from 2 different areas. One course must have a
lab.
____ AST 114 (4), AST 115 (lab) (4), PHY 100 (lab) (4),
PHY 101 (lab) (4), PHY 123 (lab) (4), PHY 203 (lab) (5)
____ BIO 101 (lab) (4), BIO 102 (lab) (4), BIO 121 (lab)
(4), BMS 100 (4), BMS 105 (lab) (4), BMS 110 (lab) (4)
____ CHM 105 (lab) (5), CHM 106 (4), CHM 107 (lab)
(4), CHM 160 (5)
____ GLG 110 (lab) (4), GLG 171 (4), GRY 135 (lab) (4),
GRY 142 (lab) (4)
III. Culture and Society (6 hours)
Select 1 from each area.
Humanities Perspective
____ AAS 100 (3), ART 271 (3), ART 272 (3), ART 273 (3),
ART 274 (3), ENG 200 (3), HST 103 (3), HST 104 (3), IDS
397 (3), LLT 121 (3), MUS 345 (3), MUS 346 (3), PHI 115
(3), REL 101 (3), REL 102 (3), REL 131 (3)
Social Sciences Perspective
____ AGR 100 (3), ANT 100 (3), ECO 155 (3), GRY 100
(3), GRY 108 (3), MED 120 (3), PLN 100 (3), SOC 150 (3)
IV. Self Understanding (9 hours)
Select 1 from each area.
Social/Behavioral Perspective
____ PSY 121 (3)
Humanities Perspective
PROFESSIONAL EDUCATION (36 hours)
Foundations/Teaching Methods (24 hours)
____ EDC 150 (1)
____ SEC 302 (4)
____ PSY 360 (3)
____ EDC 350 (3)
____ IMT 365 (3)
____ SPE 340 (2)
____ RDG 474 (2)
____ SFR/PSY 486 (3)
____ MCL 413 (3)
Clinical Experience/Student Teaching (12 hours)
___ MCL 493 (6)
___ MCL 496 (6)
CONTENT AREA COURSES (30 hours)
___ GRM Elective above 102
___ GRM Elective above 102
___ GRM Elective above 102
___ GRM Elective above 102
___ GRM Elective above 102
___ GRM Elective above 102
___ GRM elective upper division
___ GRM elective upper division
___ GRM Elective 400 or 500 level
___ GRM Elective 400 or 500 level
(A maximum of six hours may be taken in LLT 225 and
LLT 271 with advisor approval.)
ELECTIVES
____ If necessary, additional electives to bring credithour
total to 125.
Candidates are encouraged to add service learning
credits to eligible SPN courses and to take additional
SPN electives to bring credit-hour total to 125.
OTHER REQUIREMENTS
____ Pass all sections of CBASE exam
____ Portfolio Checkpoint 1
____ Portfolio Checkpoint 2
____ Portfolio Checkpoint 3
41

____ ART 200 (3), ENG 287 (3), ENG 380 (3), LLT 180 (3),
MUS 239 (3), PHI 105 (3), PHI 110 (3), REL 100 (3), REL
210 (3)
Creativity and Vision Perspective
____ ENG 203 (3), ENG 205 (3), ENG 215 (3), MUS 241
(3), THE 101 (3), THE 109 (3), DAN 180 (3)
V. Public Affairs (6 hours)
____ HST 121 (3) or HST 122 (3)
____ PLS 101 (3)
____ Maintain combined GPA of 2.50 or better
____ Maintain major GPA of 2.50 or better
____ Take official ACTFL OPI, score Advanced Low or
better
____ Take MCL 499 (exit assessment)
____ Pass PRAXIS II Specialty Area Exam
RECOMMENDATIONS
Candidates are strongly encouraged to study away for
at least one full academic semester. Contact the
departmental faculty and the Study Away Office for
options.
42

SAMPLE EIGHT-SEMESTER GRADUATION PLAN
SEMESTER 1 (FALL) SEMESTER 2 (SPRING)
GRM 101 – Beginning German I 3 GRM 102 – Beginning German II 3
GEP 101 2 PED 100 2
COM 115 3 Writing II 3
ENG 110 3 EDC 150 1
MTH 130 3 PSY 121 3
14 Natural World course (with lab) 4
16
SEMESTER 3 (FALL) SEMESTER 4 (SPRING)
GRM 201 – Intermediate German I 3 GRM – Intermediate German II 3
Natural World course (no lab) 4 GRM elective above 102 3
Culture and Society course (humanities) 3 SEC 302 4
Self Understanding course (creativity and
vision)
3 Culture and Society course (social sciences) 3
Self Understanding course (humanities) 3 Elective (any non-required three hour course) 3
16 16
SEMESTER 5 (FALL) SEMESTER 6 (SPRING)
GRM elective above 102 3 Upper-division GRM course 3
GRM elective above 102 3 Upper-division GRM course 3
GRM elective above 102 3 400- or 500-level GRM course 3
PLS 101 3 HST 121 or HST 122 3
PSY 360 3 EDC 350 3
15 15
SEMESTER 7 (FALL) SEMESTER 8 (SPRING)
MCL 413 – Teaching Foreign Languages 3 MCL 493 – Student Teaching 6
400- or 500-level GRM course 3 MCL 496 – Student Teaching 6
IMT 365 3 MCL 499 – Exit Assessment 0
SPE 340 2 12
RDG 474 2
SFR/PSY 486 3
16
IMPORTANT NOTES:
1. This sample schedule assumes students will test out of the computer literacy requirement.
2. As reflected in this sample schedule, the BSED in German requires at least 12 hours of upper-division GRM
credits, including at least 6 hours at the 400 or 500 levels.
3. Up to 6 hours of LLT 225 and LLT 271 may count toward the BSED in German, with advisor approval.
4. This sample schedule does not assume students will enter the program having completed (or tested out
of) GRM 101 and 102. Students entering the program as freshman with credit for those two courses must
replace those 6 hours with additional electives.
5. As written, this sample schedule totals 120 hours. An additional 5 hours are required for graduation.
Students are encouraged to add 1 credit hour of service learning to two GRM courses at the 300 level or
higher and to take one additional 3-hour GRM elective (during their final semester) to bring the total to
125 hours.
6. Students are strongly encouraged to study away in a German-speaking country for at least a summer,
preferably an entire semester. The department coordinates an intensive summer study away program,
and the Study Away Office can work with students to find a program that fits their needs.
43

BSED in Spanish
Spanish Courses (to fulfill requirement B)
Bachelor of Science in Education
(Certifiable grades K-12)
A. General Education Requirements - see General Education Program and Requirements section of catalog
B. Major Requirements (30 hours)
1. SPN 201 (3), SPN 202 (3), SPN 205 (3), SPN 312 (3), SPN 324 (3), SPN 410 (3), and SPN 415 (3)
2. SPN 325 (3) or SPN 326 (3)
3. SPN 450 (3) or SPN 460 (3)
4. Six additional hours in Spanish electives beyond 102 to bring total hours in Spanish to at least 33
hours
5. MCL 499(0)
6. Have an official ACTFL OPI (Oral Proficiency Interview) and receive a rating of at least "Advanced-
Low."
C. Professional Education courses: MCL 413(3), 493(5-6), 496(5-6); and the Professional Education Required
Core and Competencies - see Teacher Certification, Teacher Education Program and Secondary Education
Requirements section of catalog
D. General Baccalaureate Degree Requirements - see General Baccalaureate Degree Requirements section of
catalog
E. In order to meet Missouri state teacher certification requirements, candidates for the Bachelor of Science
in Education degree are required to meet the following grade point average requirements: at least a 2.50
GPA on all course work attempted at all colleges attended; at least a 2.50 GPA in the certificate subject
area (major field of study) which includes all courses listed under B; at least a 2.50 GPA in any additional
certificate subject area; at least a 2.50 GPA in the professional education courses; and no grade lower
than a "C" in all professional education courses. All GPA requirements include both Missouri State and
transfer grades.
44

ADVISEMENT WORKSHEET FOR BACHELOR OF SCIENCE IN EDUCATION IN SPANISH
GENERAL EDUCATION (43-52 hours)
Some courses General Education courses have
prerequisites. Check course descriptions in
Undergraduate Catalog.
I. Basic Required Courses (14-21 hours)
____ GEP 101 or UHC 110 (2)
____ CIS 101, CSC 101, CSC 111, or waiver exam (0-3)
____ COM 115 (3)
____ ENG 110 (3)
____ Writing II (3)
____ MTH 130 or higher (3-5)
____ PED 100 (2)
II. Natural World (8-10 hours)
Select from 2 different areas. One course must have a
lab.
____ AST 114 (4), AST 115 (lab) (4), PHY 100 (lab) (4),
PHY 101 (lab) (4), PHY 123 (lab) (4), PHY 203 (lab) (5)
____ BIO 101 (lab) (4), BIO 102 (lab) (4), BIO 121 (lab)
(4), BMS 100 (4), BMS 105 (lab) (4), BMS 110 (lab) (4)
____ CHM 105 (lab) (5), CHM 106 (4), CHM 107 (lab)
(4), CHM 160 (5)
____ GLG 110 (lab) (4), GLG 171 (4), GRY 135 (lab) (4),
GRY 142 (lab) (4)
III. Culture and Society (6 hours)
Select 1 from each area.
Humanities Perspective
____ AAS 100 (3), ART 271 (3), ART 272 (3), ART 273 (3),
ART 274 (3), ENG 200 (3), HST 103 (3), HST 104 (3), IDS
397 (3), LLT 121 (3), MUS 345 (3), MUS 346 (3), PHI 115
(3), REL 101 (3), REL 102 (3), REL 131 (3)
Social Sciences Perspective
____ AGR 100 (3), ANT 100 (3), ECO 155 (3), GRY 100
(3), GRY 108 (3), MED 120 (3), PLN 100 (3), SOC 150 (3)
IV. Self Understanding (9 hours)
Select 1 from each area.
Social/Behavioral Perspective
____ PSY 121 (3)
PROFESSIONAL EDUCATION (36 hours)
Foundations/Teaching Methods (24 hours)
____ EDC 150 (1)
____ SEC 302 (4)
____ PSY 360 (3)
____ EDC 350 (3)
____ IMT 365 (3)
____ SPE 340 (2)
____ RDG 474 (2)
____ SFR/PSY 486 (3)
____ MCL 413 (3)
Clinical Experience/Student Teaching (12 hours)
___ MCL 493 (6)
___ MCL 496 (6)
CONTENT AREA COURSES (30 hours)
___ SPN 205
___ SPN 312
___ SPN 324
___ SPN 325
___ SPN 326
___ SPN 450
___ SPN 460
___ Additional SPN class 400 or higher
___ SPN elective beyond 102
___ SPN elective beyond 102
ELECTIVES
____ If necessary, additional electives to bring credithour
total to 125.
Candidates are encouraged to add service learning
credits to eligible SPN courses and to take additional
SPN electives to bring credit-hour total to 125.
OTHER REQUIREMENTS
____ Pass all sections of CBASE exam
____ Portfolio Checkpoint 1
____ Portfolio Checkpoint 2
____ Portfolio Checkpoint 3
____ Maintain combined GPA of 2.50 or better
____ Maintain major GPA of 2.50 or better
____ Take official ACTFL OPI, score Advanced Low or
45

Humanities Perspective
____ ART 200 (3), ENG 287 (3), ENG 380 (3), LLT 180 (3),
MUS 239 (3), PHI 105 (3), PHI 110 (3), REL 100 (3), REL
210 (3)
Creativity and Vision Perspective
____ ENG 203 (3), ENG 205 (3), ENG 215 (3), MUS 241
(3), THE 101 (3), THE 109 (3), DAN 180 (3)
V. Public Affairs (6 hours)
____ HST 121 (3) or HST 122 (3)
____ PLS 101 (3)
better
____ Take MCL 499 (exit assessment)
____ Pass PRAXIS II Specialty Area Exam
RECOMMENDATIONS
Candidates are strongly encouraged to study away for
at least one full academic semester. Contact the
departmental faculty and the Study Away Office for
options.
46

SAMPLE EIGHT-SEMESTER GRADUATION PLAN
SEMESTER 1 (FALL) SEMESTER 2 (SPRING)
SPN 101 – Beginning Spanish I 3 SPN 102 – Beginning Spanish II 3
GEP 101 2 PED 100 2
COM 115 3 Writing II 3
ENG 110 3 EDC 150 1
MTH 130 3 PSY 121 3
14 Natural World course (with lab) 4
16
SEMESTER 3 (FALL) SEMESTER 4 (SPRING)
SPN 201 – Intermediate Spanish I 3 SPN 202 – Intermediate Spanish II 3
Natural World course (no lab) 4 SPN 312 – Spanish Composition 3
Culture and Society course (humanities) 3 SEC 302 4
Self Understanding course (creativity and
vision)
3 Culture and Society course (social sciences) 3
Self Understanding course (humanities) 3 Elective (any non-required three hour course) 3
16 16
SEMESTER 5 (FALL) SEMESTER 6 (SPRING)
SPN 205 – Spanish Conversation 3 SPN 325 – Civilization of Spain 3
SPN 324 – Topics in Spanish Linguistics 3 SPN 460 – Spanish American Literature 3
SPN 326 – Civilization of Latin America 3 SPN elective 400 or higher 3
PLS 101 3 HST 121 or HST 122 3
PSY 360 3 EDC 350 3
15 15
SEMESTER 7 (FALL) SEMESTER 8 (SPRING)
MCL 413 – Teaching Foreign Languages 3 MCL 493 – Student Teaching 6
SPN 450 – Peninsular Literature 3 MCL 496 – Student Teaching 6
IMT 365 3 MCL 499 – Exit Assessment 0
SPE 340 2 12
RDG 474 2
SFR/PSY 486 3
16
IMPORTANT NOTES:
1. This sample schedule assumes students will test out of the computer literacy requirement.
2. This sample schedule does not assume students will enter the program having completed (or tested out
of) SPN 101 and 102. Students entering the program as freshman with credit for those two courses must
replace those 6 hours with additional electives.
3. As written, this sample schedule totals 120 hours. An additional 5 hours are required for graduation.
Students are encouraged to add 1 credit hour of service learning to two SPN courses at the 300 level or
higher and to take one additional 3-hour SPN elective (during their final semester) to bring the total to
125 hours.
4. Students are strongly encouraged to study away in a Spanish-speaking country for at least a summer,
preferably an entire semester. The department coordinates an intensive summer study away program,
and the Study Away Office can work with students to find a program that fits their needs.
47

INSTRUMENTAL MUSIC EDUCATION ADVISEMENT WORKSHEET
General Education Requirements
I. Basic Required Courses: 14-20 Cr. Hrs
HR CR IP Need Music Theory HR CR IP Need
IDS 110 or UHC 110 (honors program only) 1 MUS 103 3
CIS/CSC 101, CSC 111, or Competency 0 to 3 Exam
MUS 104 3
COM 115 3 MUS 203 3
ENG 110 & Writing II 6 MUS 204 3
MTH 130, 135, or higher 3 MJS 315 2
PED 100 2 MUS 328 2
II. Areas of Inquiry
Conducting HR CR IP Need
A. Natural World: 8-10 Cr. Hrs. HR CR IP Need MUS 321 2
Choose 1 course from 2 of the 4 areas (one course must include lab); * = lab course MUS 323 2
AST 114 or 115*; PHY 100*, 101*, 102, 123*, or 203*4 to 5 Music History HR CR IP Need
GLG 110* or 171 4 MUS 239 3
GRY 135* or 142* 4 MUS 345 3
CHM 105*, 106, 107*, or 160 4 to 5 MUS 346 3
BIO 102* or 121*, BMS 100*, 105*, or 110* 4 Professional Education HR CR IP Need
B. Culture & Society: 6 Cr. Hrs. MUS 148 1
1 Humanities Perspective HR CR IP Need MUS 200 3
MUS 345 or 346 3 MUS 340 ## 2
2 Social Sciences Perspective - Pick 1 HR CR IP Need MUS 411 ## 3
AGR 100 3 MUS 430 ## 3
ANT 100 3 MUS 506 or MUS 539 3
ECO 155 3 PSY 360 3
GRY 100 or 108 3 EDC 350 ## 3
MED 120 3 RDG 474 ## 2
PLN 100 3 Secondary Instruments HR CR IP Need
SOC 150 3 MUS 137, 138, 237 3
C. Self-Understanding: 9 Cr. Hrs. MUS 131 1
1 Social Behavioral Perspective HR CR IP Need MUS 133 1
PSY 121 3 MUS 141 1
2 Humanities Perspective HR CR IP Need MUS 142 1
MUS 239 3 MUS 144 1
3 Creativity & Vision- Pick 1 HR CR IP Need MUS 145 1
DAN 180 3 MUS 146 1
ENG 203, 205, or 215 3 Studio Instruction HR CR IP Need
THE 101 or 109 3 Applied Studies 12
III. Public Affairs: 6 Cr. Hrs.
BME Requirements
HR CR IP Need MUS 298 0
HST 121 or 122 3 MUS 498 2
PLS 101 3 Recital Attendance HR CR IP Need
Note: At least 4 different codes satisfy the Culture/Society & Self-Understanding Areas.
MUS 107, 108, 207, 208, 307, 308, 407 0
Ensembles Student Teaching HR CR IP Need
Large Ensembles
7 MUS 494 5
## Require Admission to Teacher Education MUS 496 5
^^ Proficiency exam may waive these classes; passed
proficiency exam required for graduation.
MUS 488 2

VOCAL MUSIC EDUCATION ADVISEMENT WORKSHEET - ADMITTED FALL 2009 and LATER
General Education Requirements
BME Requirements
I. Basic Required Courses: 14-20 HRCr. CRHrs IP Need Music Theory HR CR IP Need
IDS 110 or UHC 110 (honors program only) 1 MUS 103 3
CIS/CSC 101, CSC 111, or Competency 0 to Exam 3 MUS 104 3
COM 115 3 MUS 203 3
ENG 110 & Writing II 6 MUS 204 3
MTH 130, 135, or higher 3 MJS 315 2
PED 100 2 MUS 518 2
Conducting HR CR IP Need
II. Areas of Inquiry
A. Natural World: 8-10 Cr. Hrs.HR CR IP Need MUS 321 2
Choose 1 course from 2 of the 4 areas (one course must include lab); * = lab course
MUS 322 2
AST 114 or 115*; PHY 100*, 101*, 102, 123*, or 203*4 to 5 Musicology HR CR IP Need
GLG 110* or 171 4 MUS 239 3
GRY 135* or 142* 4 MUS 345 3
CHM 105*, 106, 107*, or 160 4 to 5 MUS 346 3
BIO 102* or 121*, BMS 100*, 105*, or 4110* Professional Education HR CR IP Need
B. Culture & Society: 6 Cr. Hrs. MUS 148 1
1 Humanities Perspective HR CR IP Need MUS 200 3
MUS 345 or 346 3 MUS 340 ## 2
2 Social Sciences Perspective - Pick HR CR 1 IP Need MUS 410 ## 3
AGR 100 3 MUS 430 ## 3
ANT 100 3 MUS 530 3
ECO 155 3 PSY 360 3
GRY 100 or 108 3 EDC 350 ## 3
MED 120 3 RDG 474 ## 2
PLN 100 3 Piano and Techniques HR CR IP Need
SOC 150 3 MUS 137, 138, and 237 ^^ 3
C. Self-Understanding: 9 Cr. Hrs. MUS 510 2
1 Social Behavioral Perspective HR CR IP Need MUS 294 and 295 2
PSY 121 3 MUS 305 2
2 Humanities Perspective HR CR IP Need Ensembles/Lessons HR CR IP Need
MUS 239 3 MUS 153, 253, 353 12
3 Creativity & Vision- Pick 1 HR CR IP Need MUS 298 0
DAN 180 3 MUS 498 2
ENG 203, 205, or 215 3 Large Ensembles 7
THE 101 or 109 3
III. Public Affairs: 6 Cr. Hrs.
HR CR IP Need Recital Attendance HR CR IP Need
HST 121 or 122 3 MUS 107, 108, 207, 208, 307, 308, 407 0
PLS 101 3 Student Teaching HR CR IP Need
Note: At least 4 different codes satisfy the Culture/Society & Self-Understanding MUS Areas. 494 5
MUS 496 5
MUS 488 2
## Require Admission to Teacher Education
^^ Proficiency exam may waive these classes; passed
proficiency exam required for graduation.

50
Enrollment in
MUS 148
30 hrs completed
Concurrent enrollment
allowed with MUS 200 if a
combined 2.50 GPA
The Requirements for Professional Education Courses and Bachelor of Music Education Program
Enrollment in
MUS 200*
ACT score on file if you enrolled in
college within one year of high school
graduation COM 115 completed w/‖C‖
or better
Mus 148 completed w/‖C‖ or better or
Special Permission
Take CBASE
GPA 2.50 or higher
Admission to Supervised Teaching
ng
See your Advisor to file your degree
program
*Music Majors see current catalog for
requirements.
Admission to Teacher Education Program
Passed professional portfolio 2 nd checkpoint
Apply for student teaching, online, in January for either fall or spring semester of the
next academic year.
All departmental prerequisites met (see catalog) and a major and certificate GPA of
2.50 or higher
Combined GPA 2.50 or higher
Professional Education courses 2.50 or higher and no grade lower than a ―C‖
Minimum of 15 hours completed at Missouri State University and MSU GPA of 2.50 or
higher
All methods courses taken and passed with a ―C‖ or better
T.B. test clearance
Advisor recommendation
Piano proficiency passed + senior recital completed
Recommendation from department of subject area
Missouri State University
Admission to
The Teacher
Education Program
Passed professional portfolio 1 st checkpoint
45 hours completed
Highway Patrol background check
ACT score on file
COM 115 completed w/‖C‖ or better
MUS 148 completed w/‖C‖ or better
MUS 200 completed with a ―C‖ or better
All components of the CBASE test passed
with a 265 score or higher
GPA 2.50 combined or higher
GPA 2.50 in major or higher (fall 2008)
Approved by PEC
The Teacher Education Program is not to be
confused with the Degree Program, which is a
University requirement (see your advisor to file
your degree program).
your Degree Program).
Graduation
Take Missouri State University and MUSIC Department Exit Exam
during your Junior or Senior year
Enrollment in all
Professional Education
courses beyond MUS 200
You must be admitted to the Teacher Education Program
(When requirements are met PEC will evaluate your
credentials for admission to Teacher Education). You
may register for Professional Education courses if you
have MUS 200 in progress, but you cannot enroll in
Professional Education courses beyond MUS 200 unless
you have been approved for the Teacher Education
Program
Appeals are reviewed by the PEC Exceptions &
Compliance Committee
Complete a graduation card during your senior year for the graduation list
(Carrington 304 or on-line)
Remember to utilize Career Services (Carrington 309)
RECOMMENDATION FOR CERTIFICATION
All state certification and program requirements must be met and application filed (check with your advisor every semester
to make sure you are meeting all requirements and are aware of any state certification changes).
Passed final professional portfolio checkpoint
Note: DESE will require an FBI background check prior to issuing a certificate

NEW GENERAL EDUCATION 47-50 Physical Education K-12
I. BASIC REQUIRED COURSES 12-17 HR Cr IP Need ADVISEMENT WORKSHEET
IDS 110 or UHC 110 (Honors Prog. only) 1 McDonald Arena 103 (417) 836-5370
CIS/CSC 101, CSC 111, or Competency Exam 0-3
COM 115 3 GENERAL EDUCATION (con't)
ENG 110 & Writing II 3/3 3. Creativity & Vision 3 HR Cr IP Need
MTH 135 or higher 3 DAN 180 3
PED 100 2 ENG 203, or 205, or 215 Choose one 3
II. AREAS OF INQUIRY 23 MUS 241 3
A. Natural World 8 * = lab, 2 areas 1 w/lab THE 101 or 109 3
Choose one course in PHY/Earth science: HR Cr IP Need
AST 114 or 115* 4 III. PUBLIC AFFAIRS 9
CHM 105* or 106 or 107 or 160 4 A. American Studies 6 HR Cr IP Need
GLG 110* or 171 4 HST 121 or 122 3
GRY 135* or 142* 4 PLS 101 / Senate Bill #4 requirement 3
PHY 100* or 101* or 102 or 123* or 203* 4-5
Choose one course in biological science: 4
BIO 102* or 121* BMS 100 or 105* or 110*
B. Culture & Society+ 6 GEN. ED. VARIES DEPENDING ON MAJOR!
1. Humanities Perspective 3 HR Cr IP Need
AAS 100 3 CONTENT AREA OF MAJOR 2.50+ GPA/30-60 Hrs
ART 271 or 272 or 274 3 Refer to Physical Education Worksheet
ENG 200 3
HST 101 or 102 3
IDS 397 Choose one 3
LLT 121 3
MUS 345 or 346 3
PHI 115 3
REL 101, or 102, or 131 3
2. Social Sciences Perspective 3 HR Cr IP Need PROFESSIONAL EDUCATION 36 2.50+ GPA Req.
AGR 100/TEC100 3 Foundations/Teaching Methods 24
ANT 100 3 HR Cr IP Need
ECO 155 3 PED 200 3
GRY 100 or 108 Choose one 3 PED 411 3
MED 120 3 PED 431 3
PLN 100 3 PED 440 3
SOC 150 3 PED 468 4
C. Self-Understanding 9 PED 575 3
1. Social Behavioral Perspective 3 HR Cr IP Need PSY 360 3
PSY 121 3 RDG 474 2
2. Humanities Perspective 3 HR Cr IP Need Clinical Experience 12
PED 496 Elem (5-6) & PED 493 (5-6)
HR Cr IP Need
ART 200 3
for K-12 certification
12
ENG 287 3
ENG 380 3
LLT 180 Choose one 3
MUS 239 3
PHI 105 or 110 3
REL 100 or 210 3
*Culture & Society & Self-Understanding "Areas of Inquiry".
You MUST meet State Certification requirements in effect at the
time your teaching certificate is granted & at least a C in
Professional Education classes.
51

Physical Education Program of Study
FRESHMAN YEAR JUNIOR YEAR
1 st Semester 1 st Semester
BIO 102 Principles of Biological Science or 4 hrs PED 360 Kinesiology 4 hrs
BIO 121 General Biology I PED 431 Teaching PK-4 Physical Ed 3 hrs
ENG 110 Writing I 3 hrs PED 361 Principles of Motor Learning in 2 hrs
IDS 110 Intro to University Life 1 hr Physical Education
PED 100 Fitness for Living 2 hrs PED 386 Social Basis of Physical Activity 2 hrs
PSY 121 Intro to Psychology 3 hrs PED 300-305 Sport Theory (ftbl, T&R, v’ball) 1 hr
CIS/CSC 101 or Competency Test 2 hrs PED 300-305 Sport Theory (B’ball, baseb, softb) 1 hr
PED 358 Health Methods 3 hrs
________________ ________________
15 hrs 16 hrs
2 nd Semester 2 nd Semester
CHM 105 or 160 Fundamentals of Chemistry 5 hrs PED 260 Outdoor Leisure Education 2 hrs
Or CHM 106 4 hrs PED 335 Org & AD 2 hrs
COM 115 Fundamentals of Public Speaking 3 hrs PED 362 Exercise Physiology 4 hrs
MTH 135 College Algebra 3 hrs PED 430 History & Philosophy of PE 2 hrs
PED 200 Foundations of Ed & PE 3 hrs PED 440 Middle School (5-9) PE 3 hrs
PED 240 Creative Dance & Exploratory 2 hrs PED 545 Perceptual & Motor Development 3 hrs
Activities for Children
________________ ________________
15/16 hrs 16 hrs
SOPHOMORE YEAR SENIOR YEAR
1 ST Semester 1 st Semester
Humanities Perspective 3 hrs PED 411 Teaching of Secondary P.E. 3 hrs
Creativity & Vision Perspective 3 hrs PED 468 Adapted Physical Education 4 hrs
PED 250 Applied Human Anatomy 3 hrs PED 485 Psychology of Sport & Physical Act 2 hrs
PED 264 Team Sports 2 hrs PED 575 Measurement & Evaluation 3 hrs
PED 270 Recreational & Aerobic Dance Techs 1 hr RDG 474 Reading & Writing in Content Fields 2 hrs
PED 257 Personal Health 2 hrs Public Affairs Capstone Course 3 hrs
HIST 121 or 122 History of U.S. 3 hrs
________________ ________________
17 hrs 17 hrs
2 nd Semester 2 nd Semester
Social Science Perspective 3 hrs PED 493 Supervised Teaching – Secondary 6 hrs
PED 252 Applied Human Physiology 3 hrs PED 496 Supervised Teaching – Elementary 6 hrs
ATC 222 Athletic Training 2 hrs ____________
PED 277 Individual & Dual Sports 2 hrs 12 hrs
PED 273 Aquatics 1 hr
PLS 101 American Democracy & Citizenship 3 hrs
ENG 210 Writing II 3 hrs
________________
17 hrs
Summer Session
Humanities Perspective 3 hrs
PSY 360 3 hrs
________________
6 hrs
PROGRAM TOTAL 131 hours
52

CONSULT WITH THE PHYSICS DEPARTMENT FOR AN
UPDATED GENERAL EDUCATION FORM
Physics Education
Bachelor of Science in Education - Physics Emphasis
CareerPreparation
High school physics teachers help their students learn about the natural world and how it works.
Math skills and physics knowledge combine to find patterns in the natural phenomena that allow
scientists to predict the workings of nature and enable the study of stars. Majors in physics
education must become skilled both in using knowledge of physics and in engaging students in
learning physics. Students may major in physics education either as preparation for graduate
study in science education or a secondary school teaching position.
Career specialties include teaching physics and performing physics education research.
AcademicProgram
To prepare for a career in physics, students should take as many units of mathematics, physics,
and computer science as possible while still in high school. Note that it is possible to major in
physics without a high school physics background, but it usually takes longer. At Missouri State
University, students may earn Bachelor of Science in Education degrees with an emphasis in
physics. By completing course prerequisites, students will be close to a minor in mathematics
and may want to choose that option. Elective courses are available that allow the student to
further explore topics of interest in physics, astronomy, and other sciences, such as meteorology,
geology, biology and chemistry.
Courses
Thefollowing is a selected list of courses offered by the Department of Physics, Astronomy, and
Materials Science. Please consult the Missouri State University catalog for specific degree
requirements.
Required Courses
AST 115 Basic Astronomy
PHY 100 Survey of Physics with Laboratory
PHY 203 Foundations of Physics I
PHY 204 Foundations of Physics II
PHY 375 Twentieth Century Physics I
PHY 385 Experiments in Twentieth Century Physics
PHY 509 Topics in Physics
BIO 121 General Biology I
CHM 160 General Chemistry I
GRY 108 Ecology and Society
CSC 111 Introduction to Computing
SCI 414 Teaching of Secondary School Natural Science
SCI 505 Intellectual Foundations of Science and Technology
Elective Courses
AST 311 Astronomical Techniques
AST 315 Galactic Astronomy and Stellar Evolution
PHY 252 Introduction to Circuit Analysis
(Continue on next page)
53

PHY 324 Instrumental/Computer Interfacing
PHY 333 Intermediate Mechanics
PHY 343 Thermodynamics
PHY 352 Electronic Circuit Design
PHY 373 Radiation Physics
PHY 463 Physical Optics
PHY 475 Introduction to Solid State Physics
PHY 476 Twentieth Century Physics II
PHY 485 Advanced Experimental Methods
Professional Education Courses
Foundations/Teaching Methods
EDC 150 Introduction to Teaching
SCI 214 Introduction to Science Teaching in the 21st Century
SEC 302 General Methods of Instruction in the Middle & Secondary Schools
PSY 360 Educational Psychology
IMT 365 Instructional Applications of Technology and Media
Admission to Teacher Education
EDC 350 School and Society
SPE 340 Education Alternative for Exceptional Students
RDG 474 Foundations of Reading Instruction
SCI 314 Techniques and Technology in Science Laboratory Teaching
SCI 414 Teaching of Middle & Secondary School Natural Science
Facultyand Facilities
TheDepartment of Physics, Astronomy, and Materials Science has 16 full-time faculty members.
Five faculty members specialize in physics education and physics education research. Their
research areas include conceptual understanding in physics, chaos theory for teachers, computer
simulations, web-based instruction, history of physics, effective strategies to promote physics
learning and development for research-based instructional materials.
Departmental facilities include use of the Missouri State University server as well as a
departmental computer lab. The Baker Observatory allows state-of-the-art astronomical
observation and research. Well equipped labs offer storage oscilloscopes, lasers, and optical
components.
In addition, the physics education faculty is dedicated to developing skilled and knowledgeable
educators. All are interested in their students and in helping students develop skills in teaching,
assessment, research, presentation, grant writing and professional conduct. Students are
mentored by all of the faculty who provide help with detailed questions plus provide, by personal
example, models of caring and professional educators.
SpecialOpportunities and Services
Thedepartment sponsors a chapter of the national Society of Physics Students (SPS) and a
chapter of the national physics honor society, Sigma Pi Sigma. SPS members organize and
participate in a number of departmental activities, including physics competition for high school
students, tutoring assistance and seminars by guest speakers. Physics students often find parttime
employment in the department and may participate in the Missouri State University
Cooperative Education program. The department sponsor's a Work Grant Program to foster
student research.
54

NEW GENERAL EDUCATION 47-50 PROFESSIONAL EDUCATION
I. BASIC REQUIRED COURSES 12-17 Cr IP Need ADVISEMENT WORKSHEET
IDS 110 or UHC 110 (Honors Prog. only) 1 Secondary Education (Grades 9-12)
CSC 111, or Competency Exam 0-3
COM 115 3 GENERAL EDUCATION (con't)
ENG 110 & Writing II 3/3 2. Humanities Perspective 3 HR Cr IP Need
MTH 135 or higher 3 ART 200 3
PED 100 2 ENG 287 or 380 3
II. AREAS OF INQUIRY 23 LLT 180 Choose one 3
A. Natural World 8 * = lab, 2 areas 1 w/lab MUS 239 3
**For Physics 4 sciences are required, 8 hours will count toward Gen Ed PHI 105 or 110 3
** AST 115* prereq MTH 135 4 REL 100 or 210 3
** CHM 160 eligibility for MTH 135 4
GLG 110* or 171 4 3. Creativity & Vision 3 HR Cr IP Need
GRY 135* or 142* 4 DAN 180 3
** PHY 100* 4-5 ENG 203, or 205, or 215 Choose one 3
** BIO 121* eligibility both ENG 110 MTH 135 4 MUS 241 3
B. Culture & Society+ 6 THE 101 or 109
Students must use courses with at least four different codes to satisfy the III. PUBLIC AFFAIRS 9
Culture & Society & Self-Understanding "Areas of Inquiry".
A. American Studies 6 HR Cr IP Need
1. Humanities Perspective 3 HR Cr IP Need HST 121 or 122 3
AAS 100 3 PLS 101 / Senate Bill #4 requirement 3
ART 271, 272, 273 or 274 3
ENG 200 3
HST 103 or 104 3 GEN. ED. VARIES DEPENDING ON MAJOR!
IDS 397 Choose one 3 PROFESSIONAL EDUCATION 35 2.50+ GPA Req.
LLT 121 3 Foundations/Teaching Methods 25
MUS 345 or 346 3 HR Cr IP Need
EDC 150 1
PHI 115 3 SCI 214 - fall only, sophmore year 1
REL 101, or 102, or 131 3 SEC 302 - prereq. 45 hrs, 2.5 GPA, coreq. EDC 150 4
2. Social Sciences Perspective 3 HR Cr IP Need PSY 360 - prereq. PSY 121 3
AGR/TEC 100 3 IMT 365 - prereq. CIS 101, coreq. SEC 302 3
ANT 100 3 Admisson to Teacher Education
ECO 155 3 EDC 350 - prereq. SEC 302, co-req. PSY 360 3
GRY 100 or 108 Choose one 3 SPE 340- prereq. SEC 302 2
MED 120 3 RDG 474 2
PLN 100 3 SCI 314 - SCI 214, spring only, junior year 3
SOC 150 3 SCI 414 - senior year, fall only, SCI 214 and 314 3
C. Self-Understanding 9 Clinical Experience 12 HR Cr IP Need
1. Social Behavioral Perspective 3 HR Cr IP Need SCI 493 (6) & SCI 494 (6) 12
PSY 121 3
Categorical Physics Education Program
CONTENT AREA OF MAJOR
See back of page for required science and math.
See advisor in science department.
55

Categorical Physics Education 2.5+ GPA/30-60 Hrs
HR Cr IP Need Chose 8 hrs (not 501) , no more than 3 at the 200 level HR Cr IP Need
AST 115 4 AST 311 prereq AST 114 or 115, MTH 135 3
BIO 121 eligibility both ENG 110 MTH 135 4 AST 313 prereq AST 114 or 115, MTH 138 or above 3
CHM 160 eligibility for MTH 135 4 AST 315 prereq AST 114 or 115, MTH 138 or above 3
GRY 108 3 AST 317 prereq AST 114 or 115, MTH 138 or above 3
PHY 100 4 PHY 252 prereq MTH 280 3
PHY 203 prereq MTH 261, can be taken
concurrently if ACT>29 5 PHY 324 prereq PHY 220 4
PHY 204 prereq 203, MTH 280 or concur 5 PHY 333 prereq PHY 203, 391 MTH 303 3
PHY 375 prereq PHY 204
and MTH 302 or concurrent enrollment 3
PHY 343 prereq PHY 203
and MTH 302 or concurrent enrollment 3
PHY 385 prereq PHY 375 2 PHY 352 prereq PHY 124 or 204 3
PHY 509 permission 3 PHY 373 prereq PHY 124 or 204 3
SCI 505- prereq 70 hrs, 8 hrs natural science 3 PHY 463 prereq PHY 204, PHY 391 3
CSC 111 prereq eligible for MTH 261 3 PHY 475 prereq PHY 375 3
MTH 135 and MTH 181 or equivalent 6 PHY 476 prereq PHY 375, PHY 391, MTH 303 3
or MTH 138 5 PHY 485 prereq PHY 352 3
MTH 261 C or better in MTH 138 or 181 5
MTH 280 C or better in MTH 261 5
MTH 302 prereq MTH 280 3
You MUST meet State Certification requirements in effect
at the time your teaching certificate is granted
You should pass the PRAXIS II exam before student teaching.
You must have a C in all professional education courses You must earn a 2.50 GPA in all required science and math courses.
You must earn a 2.50 overall GPA.
Physics Electives
Categorical Physics Certification allows you to teach any physics course at the high school level.
56

Missouri State University, History Department
Recommended Courses for BSED History - Social Studies Certification grades 9-12 (Rev. 10-10)
GENERAL EDUCATION REQUIREMENTS (49 hours)
Course Gr Cr Course Gr Cr
GEP 101 2
CIS 101/ CSC 111 (or competency exam) 2 Culture & Society (Humanities & Soc. Sci.)
COM 115 (C or better grade) 3 Humanities: HST 103 or HST 104 3
ENG 110 (ENG 111 for transfers) 3 Soc Sci : GRY 100, or ECO 155 or SOC 150 3
HST 210 (310) or ENG 120 for those with
ENG 111or any Writing II course.
3 Self-Understanding
MTH 135, 130, or higher 3 Social/Behavioral: PSY 121 3
PED 100 2 Humanities: ART 200, ENG 287, ENG 380, LLT 180,
MUS 239, PHI 105, PHI 110, REL 100, or REL 210
Natural World (Choose 1 course from 2 areas for a total of 8 hours) Creativity: DAN 180, ENG 203, ENG 205, ENG 215,
MUS 241, THE 101, or THE 109 3
GLG 110 or 171; GRY 135 or 142 (strongly
recommended)
4 Public Affairs
BIO 102, 121, BMS 100, 105, 110 4 American Studies: HST 121 or HST 122 3
AST 114 or 115; PHY 100, 101, 102, 123, or
203
CHM 105, 106, 107, or 160 4
4 American Studies: PLS 101 3
MAJOR REQUIREMENTS (56 hours)
*ECO 155 3 *HST 121 and HST 122 6
*GRY 100 3 *HST 103 and HST 104 6
*PSY 121 3 Non-western, select two courses from: HST 323, 335,
350, 370, 371, 380, 381
*SOC 150 3 Upper-Division U.S. HST (6 hours) 6
*PLS 101 and PLS 102
Select 5 hrs from courses with these prefixes:
6
5
Upper-Division Ancient and European History (6
hours)
6
ECO (200), GRY (320, 323), PLS (205, 232),
SOC (152), ANT (100) PSY (not PSY360)
recommended.
HST 390 - Historiography 3
*These courses are required within the History major and also count in the General Education program.
PROFESSIONAL EDUCATION (37 hours): Effective Spring 2009
Please see other side for important information about Professional Education Sequence
EDC 150 Introduction to Teaching 1 PSY 360 Educational Psychology 3
SEC 302 General Methods of Instruction in
the Middle and Secondary Schools
EDC 350 School and Society (prerequisite or
concurrent requirement PSY 360)
4 HST 418 Teaching of HS Social Sciences 4
3 RDG 474 Reading and Writing 2
SPE 340 Educational Alternatives 2 HST 422 Supervised Student Teaching 10
IMT 365 Instr. Apps. of Technology & Media 3 HST 423 Supervised Student Teaching 2
SFR/PSY 486 Mgt and Assessment in the
Middle and Secondary Classroom (Required
Sp09)
3
3
6
57

BSED - Social Studies Certification, Grades 9-12
Education Course Sequence (Revised 9 2010)
Course Title CR Prerequisites Notes
To enroll in HST 418, Prerequisites include: SEC 302, EDC 350, SPE 340, admission to Teacher Education Program, and completed 12 hours of History courses. HST 418 should
be taken the semester prior to Student Teaching.
To enroll in HST 422 or HST 423 students must complete all other program and course requirements, have a minimum 2.75 combined gpa in content; 2.5 professional education
courses, have a C or better in all Education courses, and successfully complete Professional E-Portfolio Check Point 2.
It is recommended that students take the PRAXIS II content exam the semester prior to student teaching. State certification requires a score of 152 or higher.
If you are a transfer student with SEC 302 transfer credit or PEU 15 transfer credit, you must register for the special section of EDC 150 (303). Contact your academic advisor
for further information regarding education course transfer credit.
Introduction to
EDC 150
Teaching
General Methods of
Instruction in the
SEC 302
Middle and
Secondary Schools
Admission to teacher education requires:
1 None Required in History BSEd.
4
Prerequisites: 45 semester hours,2.5 combined
GPA, Family Care & Safety Registry, Valid ACT
score, if required, EDC 150 or equivalent
First Professional Portfolio Checkpoint
during course; C-Base must be passed or
contract completed to proceed beyond
this point in the professional education
program.
COM 115--C or Better (C or better not required of post-baccalaureate students);
C-Base--Score of 265 or better in all 5 subcategories;
Combined GPA of 2.50 or better; and combined GPA of 2.75 or better in all courses with Social Studies prefixes: HST, PLS,
ECO, GRY, SOC, ANT, PSY;
SEC 302 with a C or better grade; Check Point 1 Approved;
ACT score—If required by DESE;
Family Care and Safety Registry;
Approval of PEC.
PSY 360 Educational Psychology 3 Prerequisite: PSY 121
EDC 350 School and Society 3
Admission to Teacher Education program, PSY 360 or
concurrent enrollment.
Educational Alternatives
SPE 340 2
for Exceptional Students
Prerequisite: SEC 302
The History Department requires students to complete all of the courses listed above before enrolling in HST 418. Students who have not
completed the above listed prerequisite courses will be administratively dropped from the course roll.
SFR/PSY Mgt & Assessment in
486 Mid & Sec Classroom
3
Prerequisite: PSY 360; Required Spring 2009 (check
audit)
Reading and Writing in
RDG 474
the Content Fields
2 Prerequisite: SEC 302
IMT 365 Instructional
Applications of
Technology and Media
3 Prerequisite or Concurrent: SEC 302 Required for History BSEd.
HST 418 Teaching Social Studies 4 Prerequisites: SEC 302, EDC 350, SPE 340
30 hour clinical experience arranged through
instructor. Second Professional Portfolio
Checkpoint.
HST 422 Supervised Teaching
C or better in HST 418, 2.50 GPA (overall MSU &
It is recommended that students take the
combined, and Education) 2.75 Major GPA; Department
PRAXIS II the semester prior to student
10 and advisor recommendation are required based
teaching. A score of 152 or better is required
on satisfactory completion of all other program & course
for certification.
requirements.
HST 423 Supervised Teaching 2 Prerequisites are the same as HST 422 Third Professional Portfolio Checkpoint.
58

Speech and Theatre Education – Theatre Emphasis –
Bachelor of Science in Education (Certifiable grades 9 – 12)
PORTFOLIO – Checkpoints 1 & 2 (prior to Student Teaching) – 3 (end of Student Teaching)
30hrsAdmission to Degree Program (IDS110, CIS/CSC 101, COM 115, ENG 110, MTH 135+, PED 100)
C-BASE (265 or higher on all five components or see waivers)Eng – Writing – Math – Sci – Soc. Stud.
45hrsAdmission to Teacher Ed. (COM 115, EDC 150, SEC 302,ACT, 2.5, HWY,CBASE, Portfolio 1)
PRAXIS II (attempt prior to Student Teaching) 530 score required for certification
Speech & Theatre Core: Theatre Emphasis:
COM 115(3)Public Speaking
COM 209(3) Survey/Theory
COM 322(3) Argmtn COM 115
COM 332(3) Small Grp Com
COM 115, 209 (MED 120 & COM 210 are
waived for Education Majors)
COM 510(2) Forensics COM 322
(offered in SPRING only)
THE 123 Acting Fundamentals
THE 130(3) Script Analysis
THE 150(2)
151(1) Tech(32hrs)
THE 310(3) Perf of Literature
THE 430(3) Directing I
THE 130, 150 & 123
THE 530(3) Directing II THE 430
Name:
THE 125 (2) Voice & Movement
THE 224(1) Makeup I
THE 250(2) Stagecraft/Const 150
251(1) Lab (32hrs)
THE 255(2) Lighting Design I 150
256(1) Lab (32hrs)
THE 260(2) Costume Construction I 150
261(1) Lab (32hrs)
THE 541(3) Theatre History I
THE 542(3) Theatre History II
CHOOSE ONE (3)
THE 505(3) Theatre for Children and Youth or
THE 506(3) Creative Dramatics or
THE 515(3) Scripting and Directing THE 310
Professional Education Courses:
EDC 150 (1) – may be taken freshman year
SEC 302 (4)P: 45hrs, 2.5, EDC150 (may be taken concurrent)
PSY 360 (3)P: PSY 121
EDC 350 (3)P: PSY 360 (may take concurrent) & Admission to Teacher Ed.
IMT 365 (3)P: CIS or CSC 101 & Admission to Teacher Ed.
SPE 340 (2) (Educational Alternative for Exceptional Students) P: Admission to Teacher Ed.
RDG 474 (2) (Reading &Writing in the Content Fields) P: Admission to Teacher Ed.
SFR/PSY 486 (3) P: Admit to Teacher Ed., PSY 360
THE/COM 417 (3) (Teaching of Speech and Theatre) P: EDC 350, SPE 340, IMT 365, 12hrs
C & T
(may only be taken the last fall semester before student teaching ––PORTFOLIO CHECKPOINT II)
THE/COM 490 (6) (Supervised Teaching)
THE/COM 491 (6) (Supervised Teaching)
59

Date:________________________________
Speech & Theatre Ed
Bachelor of Science in Education
Certifiable Grades 9 –12
MAJOR REQUIREMENTS (56 hours)
CORE:
COM115-Fund of Public Speaking
COM209-Survey of Comm Theory
COM322-Intro to Argumentation
COM332-Small Group Communication
COM510-Direction of Forensic Activit
THE123-Acting Fundamentals
THE130-Intro to Script Analysis
THE150-Intro to Theatre Tech
THE151-Lab to THE150
THE310-Performing Literature
THE430-Directing I
THE530-Directing II
OPTION I – Theatre
THE125-Voice & Movement
THE224-Stage Makeup I
THE250-Stagecraft & Construction I
THE251-Stagecraft & Const. Lab
THE255-Lighting Design I
THE256-Lighting Lab
THE260-Costume Construction I
THE261-Costume Lab
THE541-Theatre History I
THE542-Theatre History II
THE505-Theatre for Children & Youth or
THE506-Creative Dramatics or
THE515-Scripting & Directing
Professional Education Course
EDC150
SEC302
PSY360
EDC350*
IMT365
SPE340*
RDG474*
SFR/PSY 486*
THE417*-Teaching of Speech & Theatre
THE490*-Supervised Teaching
THE491*-Supervised Teaching
*Require Admit to Teacher Education
Required
Cr. Hours
Sem/Year
Grade
Name:_______________________________
Studies
OTHER REQUIREMENTS:
General Baccalaureate Degree Reqrments
See Undergrad Degrees/Reqrments section
OPTION II – Communication
COM350-Rhetrorical Tradition &
Contemporary Application
COM405-Interpersonal Communication
Electives(6 hrs) to be chosen w/ approval
of advisor from courses #300 or higher in
Dept of Comm of Dept of Theatre/Dance
Professional Education Courses
EDC150
SEC302
PSY360
EDC350*
IMT365
SPE340*
RDG474*
SFR/PSY 486*
COM417*-Teaching of Speech/Theatre
COM490*-Supervised Teaching
COM491*-Supervised Teaching
*Require Admit to Teacher Education
Cr Hrs.
Sem/Year
Grade

Department of Communication
School of Communication Studies
Speech & Theatre Education/Communication Emphasis (Comprehensive) Bachelor of
Science in Education
Students interested in teaching speech, debate, and theatre arts at the high school level may
take advantage of outstanding programs in both communication and theatre. In addition to the
required secondary education curriculum, students choosing to emphasize communication
education will study argumentation, debate, acting, and other areas represented in high school
speech and theatre programs. In addition, classes in interpersonal and small group
communication, as well as in directing forensics activities, prepare students for effective
classroom management and teaching.
Key Areas of Study
public speaking, argumentation, debate
small group and interpersonal communication
acting and directing
oral performance
teaching
Career Options
debate coach
individual events coach
theatre director
language arts teacher
graduate studies
61

Bachelor of Science in Education –Speech/Theatre Communication Emphasis (Grades 9-12)
Suggested Course Sequencing - Starting Fall 1997 - New Gen Ed
(All statements in this document concerning requirements, prerequisites, conditions or other matters are for informational purposes and subject to
change. Effective academic advisement is a partnership, with advisees sharing in the responsibility.)
COM 115, PSY 121 and CIS/CSC 101 or CSC 111 are prerequisites for advanced courses and should be completed during the freshman year
Semester 1 Hours Semester 2 Hours
IDS 110 or UHC 110 Freshman Orientation General
Ed courses
Major course work
PSY 360
General Ed courses
Major course work
Semester 3
Semester 5
EDC 350 (Admission to Teacher Ed. Program
Required)
IMT 365
General Ed or Major courses
Semester 7
Take the PRAXIS II ( NTE) (CARR 311)
COM 417
Major courses
1
16
17
3
6
9
18
3
3
11
17
3
14
17
EDC 150
General Ed courses
Major course work
Semester 4
SEC 302
General Ed or Major courses
Semester 6
RDG 474
SPE 340
SFR/PSY 486
General Ed or Major courses
Semester 8 (Student Teaching)
COM 490 Supervised Teaching
COM 491 Supervised Teaching.
Student teaching meetings are held
Each January for the coming academic year. Attendance is
required.
Student must register for student teaching
under their departmental major code.
The CBASE test must be taken and passed with a 265 or higher in order to be admitted to the Teacher Education program. All components of the
CBASE must be passed within a two-year time limit from the first attempt.
There are prerequisites to meet before you can enroll in SEC 302 - 45 hrs completed, ACT (if required by the University or DESE), combined GPA 2.5 or
higher, COM 115 and EDC 150 completed with a ―C‖ or higher.
To take education courses beyond SEC 302 you must be admitted to the Teacher Education program (Exception IMT 365). To be admitted to the
Teacher Education Program you must have completed COM 115, EDC 150 and SEC 302 with a C or higher, have a combined GPA of 2.50 or higher, and
have passed all the components of the CBASE test with a 265 or higher, completed portfolio checkpoint 1 and background check. When requirements are
met, PEC will evaluate your credentials for admission to Teacher Education. Major GPA 2.50 required effective fall 2008.
You need to file the Degree Program when you have 30 or more hrs completed, an ACT (if required by the University or DESE), a combined GPA of 2.50
or higher, and have all basic skills courses completed or in progress. The degree program is different from the Teacher Education Program you must see
your departmental advisor in order to file your Degree Program.
The hours listed above total 132. Total hours differ for secondary majors. If you wish to complete the program in EIGHT semesters you may need to
take a heavier load than what is suggested or take some courses during the summer semesters. See your departmental advisor for help with planning your
program. You MUST meet State Certification requirements in effect at the time of graduation.
Your program is accurate only when validated with a current audit. YOU ARE RESPONSIBLE FOR CHECKING ALL PREREQUISITES TO
COURSES.
PLS 101 courses taken at out of state or private universities may not have included Missouri Constitution. This will be indicated by NM (not met) on transfer
student’s audits. In this case, PLS 103 is required.
1
9
6
16
4
14
18
2
2
3
10
17
6
6
12
62

DEPT. of ENGLISH B.S.Ed. MINOR
Teaching English to Speakers of Other Languages
(TESOL)
Courses for the Minor:
Required:
ENG 296 Introduction to Linguistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ENG 592 Sociolinguistics for Language Teaching. . . . . . . . . . . . . . . . . . . . . . . . . 3
ENG 595 Principles of Second Language Acquisition . . . . . . . . . . . . . . . . . . . . . . 3
ENG 596 Materials & Assessment in Teaching English to Speakers
of Other Languages (TESOL) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
ENG 505 Methods in Teaching English to Speakers of Other Languages (TESOL) . . . . . . .3
ENG 597 Practicum in Teaching English to Speakers of Other Languages (TESOL) . . . . . .3
1 elective from:
ENG 390 Modern English Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ENG 590 Grammatical Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . OR 3
For a total of not fewer than 21 hours.
Note: Courses may not “double count” on both a major and minor program.
Certifiable.
********************************************************************************************
*
For certification (as an add-on endorsement), the State of Missouri Dept. of Elementary and Secondary
Education (DESE) requires:
1. The required and elective courses as specified above, except that the elective may be taken from a
wider array of areas including English language, reading pedagogy, composition pedagogy, early childhood
education, bilingual education, or advanced second language teaching methods, according to the needs of
a student’s teaching situation.
2. A valid Missouri teacher’s certificate.
3. Professional Requirements. (These courses may be taken as part of the baccalaureate degree.)
A. Either SPE 340 (formerly 530), Educational Alternatives for Exceptional Students . . . 2
OR SPE 310 (formerly 330), Introduction to Special Education . . . . . . . . . . . OR 3
B. RDG 474, Improving Reading in Secondary School Classrooms . . . . . . . . . . . . . . . 3
NOTE: DESE will not accept work with a grade lower than a “C” in any course, required or elective or
professional requirements.
Revised: 10/17/02
63

DEPT. of ENGLISH B.S.Ed. MINOR
Teaching English to Speakers of Other Languages
(TESOL)
Program Sequence Sheet
Sophomore year: ENG 296 (either fall or spring)
ENG 390 (either fall or spring or summer)
Junior year: ENG 595 (fall)
ENG 596 (spring)
ENG 505 (spring)
Senior year: ENG 592 (fall)
ENG 597 (fall or spring)
NB:
Instead of ENG 390, a student may take ENG 590, which is offered springs.
If a student does not begin the program in his/her sophomore year, we can probably
change this sequence a bit. However, such students should realize that adding this minor
will possibly add an additional semester or two to their programs of study.
7/7/08
64

TEACHER EDUCATION PROGRAM
FOR STUDENTS WITH DEGREES
TO RECEIVE A CERTIFICATION RECOMMENDATION
THE STANDARDS FOR ELIGIBILITY ARE PRESENTED BELOW 5/2009
1. Requirements for Admission to the Teacher Education Program:
Students who plan to complete teacher certification requirements must be admitted to the Teacher Education Program.
Application is automatically made when enrolling in SEC 302 or ELE 302 or SPE 310.
If you have taken courses at another institution that transfer as equivalents to these courses, the Teacher Certification
office will have indicated this in your Individualized Program of Study. The Professional Education Advisement office
monitors admission and continuance in the teacher education program. You will be advised by the Teacher Certification
office staff.
Criteria for admission to the Teacher Education Program are:
a. a combined (both Missouri State University and transfer) GPA of 2.50 or above
b. completion of SEC 302 or ELE 302 or SPE 310 with a grade of "C" or higher
c. completion of an oral communications course
d. completion of EDC 150 with a grade of "C" or higher
e. passed first portfolio checkpoint (exception: Elementary and Early Childhood Ed. majors)
f. Family Care Safety Registry check
(Post-baccalaureate, certification seeking students are exempt from the CBASE exam)
2. Requirements for Assignment to Supervised Teaching:
To be eligible for Supervised Teaching the student must have:
a. been admitted to the Teacher Education Program
b. a statement from the Director of Student Health Services that a tuberculin test or chest x-ray has been completed
and that the student has not been infected with a communicable disease
c. a combined GPA of 2.50 or above for all college level course work completed
d. completed at least 15 hours at Missouri State University with a GPA 0f 2.50 or above for all work at
Missouri State University
e.. a combined GPA of 2.50 or above in the area(s) of certification/content area for Middle School/Secondary
Ed.majors
(exception: History B.S. Ed. majors must have a content area gpa of 2.75 or higher)
f. been recommended by the student’s advisor
g. been recommended by the Teacher Certification Office (post-baccalaureate students only)
h. been recommended by the department in which the student is seeking certification. This may require that a
course or courses be taken in the recommending department. Check with the individual department for
information regarding this requirement
i. passed second portfolio checkpoint
3. Requirements for Certification Recommendation:
To be recommended for initial Missouri teaching certification the student must have:
a. successfully completed Supervised Teaching
b. met all Missouri teacher certification requirements which are in effect at the time of certification
c. a combined GPA of 2.50 or higher (both Missouri State University and transfer credit)
d. met the criteria established by the Missouri State Board of Education exit evaluation procedure (PRAXIS II:
Subject Assessment Specialty Area Tests)
e. a GPA in the area of certification/content areas for Middle School/Secondary of at least 2.50 and for each
additional area of endorsement (exception: History B.S. Ed majors must have a 2.75 gpa or higher in content
area)
f. a minimum grade of "C" in all professional education courses
g. admission to the Teacher Education Program
h. passed final portfolio checkpoint
NOTE: The Dept. of Elem & Secondary Ed. (DESE) will require an FBI background check before issuing a
certificate.
65

Admission
to
Teacher Education
Portfolio Requirements
Student Teaching
Requirements
Information and Forms

Application for
Admission to Teacher Education
(Is automatic upon completion of the following items)
Completion of EDC 150 with a ―C‖ or better.
Combined GPA of 2.50 or higher.
ACT score on record if you are within 5 years of high school graduation.
Approved Family Care and Safety Registry.
Completion of 45 semester hours.
Completion of SEC 302 with a ―C‖ or better.
Upon successful completion of SEC 302, a student’s record will be reviewed
to determine whether the student meets or does not meet the teacher education
program requirements. If all requirements have not been met, the student is
not allowed to take additional professional education courses until removing
deficiencies.
Completion of COM 115 with a ―C‖ or better.
Completion of Portfolio Checkpoint 1.
Resume
Clinical Placement Log
Diversity and Technology Statement
Artifact with Cover Sheet as assigned—minimum of a Lesson Plan with
appropriate Cover Sheet aligned to MoStep Standards and additional artifacts
required by instructor
Evaluation of electronically uploaded materials by faculty
All components of the CBASE test must be passed with a score of 265 or higher.
Major GPA of 2.50 or higher; Social Studies requires major GPA 2.75 or higher
Candidate recommendation is made to Professional Education Committee when
items above are completed.
Approval of Professional Education Committee.
66

June 25, 2011
Dear ,
We congratulate you on your Admission to the Teacher Education Program. The Professional
Education Committee reviewed your credentials and determined that all of the necessary
requirements have been met which include:
Completion of COM 115 and ELE 302 or SEC 302, or PED 200, or MUS 200, or
AGE 318, SCI 214 or SPE 310 with a ―C‖ or higher
30 or more completed hours
A combined GPA of a 2.50 or higher
Completion of EDC 150 (or SFR 250) or necessary competencies with a ―C‖ or higher
Passing all components of the CBASE with a 265 or higher
(or have been granted an exception by the PEC Exceptions Committee)
Passed professional portfolio 1 st checkpoint (exception: Early Childhood, Elem. Ed.)
Satisfactory completion of Family Care Safety Registry
You are now eligible for remaining professional education courses which also must be
completed with a ―C‖ or higher. A 2.50 combined GPA must be maintained for continuance in
the Teacher Education program (all Middle School and Secondary Ed. majors must also
maintain a 2.50 minimum GPA in their content area/s, and History Ed. majors must also
maintain a 2.75 minimum content GPA). Please note that to be recommended for an initial
Missouri teaching certificate students must have successfully completed Supervised Teaching;
met all Missouri teacher certification requirements which are in effect at time of certification;
met the criteria established by the Missouri State Board of Education exit evaluation procedures
(PRAXIS II: Subject Assessment Specialty Area Tests) and passed final portfolio
requirements.
We commend you in reaching this important point in your academic career and wish you
continued success in completing your education degree.
Sincerely,
Dr. Daniel Hellman, Chair Dr. John Catau
Professional Education Committee Head, Professional Education Unit
67

68
Enrollment in
EDC 150*
Recommended 30 hrs completed
Concurrent enrollment allowed
with SEC 302 if 45 or more hrs
completed and a combined 2.50
GPA**
Contract completed and
dispositions expectation
*MUS 148 for Music Majors;
AGE 318 for Agriculture Majors
**Transfer students who have
Education course credit should
contact the Secondary Education
Office at 836-5944.
Missouri State University
Requirements for K-12 and Secondary Teacher Education Programs
Enrollment in
SEC 302**
45 hrs completed
ACT score on file if you enrolled in
college within one year of high school
graduation
EDC 150 completed w/ ‖C‖ or better or
Special Permission
Take CBASE
GPA 2.50 or higher
See your Advisor to file your degree
program
Admission to Supervised Teaching
ng
The Teacher Education Program is not to
be confused with the Degree Program,
(see your advisor to file your degree
program).
**MUS 200 for Music Majors; PED 200 for
Physical Education Majors.
Pre-professional liability insurance required
for all courses requiring a clinical experience
Admission to Teacher Education Program
Passed Professional Portfolio checkpoint 2
Apply for Student Teaching 1 year in advance through My Information
All departmental prerequisites met (see catalog) with a major (certification
area) GPA of 2.50 or higher (Social Studies 2.75 or higher)
Combined GPA of 2.50 or higher (academic renewal courses will be
recalculated into GPA)
All required Professional Education courses 2.50 or higher and no grade lower
than a ―C‖
Minimum of 15 hours completed at Missouri State University and MSU GPA
of 2.50 or higher
T.B. test clearance
Pre-Professional Liability Insurance
Advisor recommendation
Recommendation from department of subject (certification) area
Admission to
The Teacher
Education Program
Passed professional portfolio 1 st checkpoint
45 hours completed
Family Care and Safety Registry
ACT score on file
COM 115 completed w/‖C‖ or better
EDC 150 completed w/‖C‖ or better*
SEC 302 completed with a ―C‖ or better**
All components of the CBASE test passed
with a 265 score or higher
Major GPA 2.50 or higher (Social Studies
2.75 or higher)
Overall GPA 2.50 or higher
Approved by PEC
Graduation
Take the Exit Exam during your Junior or Senior year
Complete a graduation card during your senior year for the
graduation list (Carrington 304 or on-line)
Recommend taking PRAXIS II prior to graduation.
Remember to utilize Career Services (Carrington 309)
Student teaching grade will be an ―I‖ until Professional Portfolio
checkpoint 3 is complete
Enrollment in all
Professional Education
courses beyond SEC 302,
MUS 200 or PED 200
You must be admitted to the Teacher Education Program
(When requirements are met PEC will evaluate your
credentials for admission to Teacher Education). You
may register for Professional Education courses if you
have SEC 302 in progress, but you cannot enroll in
Professional Education courses beyond SEC 302 unless
you have been approved for the Teacher Education
Program
Appeals are reviewed by the PEC Exceptions &
Compliance Committee
RECOMMENDATION FOR CERTIFICATION
All state certification and program requirements must be met and application filed through Missouri State University,
Certification Office. Check with your advisor every semester to make certain you are meeting all requirements and are
aware of any state certification changes.
Passing score for the PRAXIS II.
DESE will require an FBI background check prior to issuing a certificate;

Missouri State University
Policy Regarding Items Required for all Practicum
and Student Teaching Experiences in Education Programs
Approved by BSED Committee: 3/19/2010
Approved by PEC: 5/5/10
Definitions
Practicum: Any experience, tied to a Missouri State course, in a public school or accredited
private school setting where a Missouri State student enters the classroom to observe a certified
teacher or conducts activities in conjunction with the classroom teacher outside regular class
meeting time and without the direct supervision of the instructor. There is no minimum number
of clock hours required to be considered a practicum.
Practicum Hours vs. Clock Hours: It is Missouri State policy to define clock hours (contact
hours) vs. credit hours in the following way when the practicum is used in a program for initial
teacher certification: 30 clock hours = 1 credit hour. As a general guideline, a 30 clock hour
practicum should contain a minimum of 20 contact hours in the classroom and student may be
given credit for up to 10 clock hours of travel time or school related outside activities at the
discretion of the practicum instructor.
Student Teaching: A semester-long experience where the student is assigned to a B-12
classroom(s) in a public or accredited private school setting and performs all the duties of a
regular classroom teacher under the supervision of a cooperating teacher and a University
supervisor. More information on student teaching options can be found at the following website:
http://www.missouristate.edu/certification/studentteach.htm
Items Required Before Entering a Classroom
All students who are enrolled in education courses or have declared an education major must
complete all items below and must keep them all current at all times while enrolled at Missouri
State University. For undergraduate and post bac students, this requirement will begin at the
point the student is admitted to Teacher Education and will continue through graduation. For
graduate and alternative/innovative programs, the starting point will be determined by that
program. Information on completion of the items below can be found at the following website:
http://education.missouristate.edu/services/efe/default.htm
All students enrolled in a course that contains a practicum component (as identified in the
official course description) or student teaching regardless of the number of clock hours must
have the following items on file with Missouri State prior to entering the public or accredited
private B-12 classroom setting:
TB Skin Test – students must show negative result on the test, and test result must not
be more than one year old during the semester of the practicum. Students who cannot
have a TB skin test must bring proof from a doctor of a recent negative x-ray screening.
Professional Liability Insurance – students must show proof of Professional Liability
Insurance. Students are recommended to join either MSTA or NEA as a student
member to take advantage of their Professional Liability Insurance. The insurance must
69

not expire during the semester the student is in the practicum. Students may use
private insurance if they can show proof of professional liability insurance.
Family Care and Safety Registry – students must register with the Family Care and
Safety Registry (FCSR) one time only. Students are required to register online and then
email confirmation of their registration to the Educational Field Experiences Office. The
Field Experiences Office staff will then run a current background check. That
background check is then valid for ONE SEMESTER from the date it was completed.
Therefore, the Educational Field Experiences Office will re-run that FCSR check each
semester a student is enrolled in a practicum course.
Processing of Student Information
A comprehensive list of all courses requiring a practicum will be maintained by the Educational
Field Experiences Office, and will be posted on its website. Students will provide proof of all
the above items directly to the Educational Field Experiences Office. That office will then enter
all items in Banner, including the date of expiration for each item. After registration for a future
semester has begun, the Educational Field Experiences Office will run weekly class lists for
every course requiring a practicum (as identified in the course description) and will contact all
students in the class via Missouri State email address notifying them of the above requirements.
Instructions to complete all of the above items can be found on the Educational Field
Experiences website at: http://education.missouristate.edu/services/efe/default.htm
Once classes begin, a class list will be run each Friday and provided to each instructor of a
course requiring a practicum. It will then be up to the instructor of that course to make sure all
students have met the above requirements before entering their practicum.
If faculty members would like their students to show proof that these items have been completed,
students may be asked to print their TEST screen in Banner and provide that printout to the
instructor. If a school district requests verification of any of the above items, the student can
come to the Educational Field Experiences office and will be given a form letter stating which
items have been completed and the expiration date for each item. Individual copies of each item
are not kept and therefore cannot be provided to students.
Monitoring FCSR in Banner
When a student registers for the Family Care and Safety Registry (FCSR), the Educational Field
Experiences Office will enter the date the student registered in Banner. They will then also
immediately run a background check on that student. At that time, the staff will enter
―PENDING‖ in the expiration date in banner. Once the background check comes back and is
clear, the staff will change ―PENDING‖ to the semester the student is completing the practicum.
The background check will then be valid for that semester. This will allow faculty and staff to
recognize when a student is registered but the background check is not yet complete.
70

FAMILY CARE SAFETY REGISTRY
Online Registration: www.dhss.mo.gov/fcsr
Fee: $11.00 – payable by credit card
Click on “Online Registration”.
Enter your Social Security number (BE VERY CAREFUL TO ENTER YOUR SSN
CORRECTLY); choose “Voluntary”.
Enter your last name, first name, date of birth, and gender (BE VERY CAREFUL
TO PUT THE CORRECT NAME, FIRST OR LAST, IN THE BLANK FOR THAT NAME).
Answer “yes” or “no” about whether you have used any other names –
maiden, nickname, previous married name.
Enter your mailing address including the zip, city, state, and county (NOTE: THIS
IS NOT YOUR E-MAIL ADDRESS).
Read and agree to the terms.
Enter your payment information.
NOTE: FAILURE TO CAREFULLY ENTER YOUR INFORMATION CAN RESULT IN REJECTION
OF YOUR REGISTRATION BY FCSR AND REQUIRE FURTHER VERIFICATION OF YOUR
INFORMATION (FAXING YOUR SOCIAL SECURITY CARD, ETC).
Once you’ve completed the process, you will be taken to a verification screen; the Field
Experiences office will need a copy of this for your file. Go to File, Select All, Copy, and
Paste this page into a Word document. Save it and then promptly email it to
kbatson@missouristate.edu so we’ll know you are registered and can request a
background check. Failing to register promptly (within two weeks of the beginning of
each semester) will delay the start of your practicum. Student teachers who are not
registered before the first day of student teaching may not begin their field experience.
Shortly after you register with the Family Care Safety Registry, you will receive a letter
with your background check results. As soon as possible, you should bring a copy to the
Field Experiences office for your file. It is also a good idea to make copies of this letter;
you may be asked to present it to the district where you have a practicum or are student
teaching. Please note that the Field Experiences office cannot send a copy of results to
school districts for you.
71

Preservice Teacher Professional Dispositions Checklist
As a preservice teacher, you are to demonstrate intellectual, social, and ethical attributes
indicative of the dispositions that contribute to the learning and development of all learners in
Birth -12 classrooms. Dispositions refer to those ―professional attitudes, values, and beliefs
demonstrated through both verbal and non-verbal behaviors as educators interact with students,
families, colleagues, and communities.‖ 1 The dispositions listed below are to be demonstrated
through coursework, teaching practica, professional activities, and student teaching throughout
your program of study.
Dispositions
Practices appropriate personal hygiene (grooming, appearance, appropriate attire)
Demonstrates effective and appropriate interpersonal communication skills, both oral
and written
Maintains good attendance/punctuality
Demonstrates ethical behavior, is tactful, and maintains confidentiality
Shows interest in developing good professional attitudes
Is responsible/reliable/dependable
Responds appropriately to suggestions
Is cooperative
Maintains self-control and demonstrates emotional stability
Positive role model
Is honest and truthful
Demonstrates support and encouragement toward others
Takes the initiative
Maintains a Courteous and respectful attitude in interactions
Demonstrates tolerance of and sensitivity to individual differences
Adheres to school policies and expectations
I understand that I am to demonstrate these dispositions throughout my coursework
in teacher education. In the event that there are concerns about my demonstration
of one or more of these dispositions from the Professional Education Unit
faculty, I may be required to complete a Dispositions Development Plan, in
addition to my other course requirements.
Print Name of Student_________________________________________________________
Signature of Student__________________________________________________________
Date _________________________________________________________________________
Student Major_________________________________________________________________
M# ________________________________________________________________________
1
National Council for Accreditation of Teacher Education (2007). The NCATE Unit Standards.
Washington, DC: Author Available http://
http://www.ncate.org/documents/standards/UnitStandardsMay07.pdf.
72

Missouri State University
Preservice Teacher Professional Dispositions Referral Form
Student Name: ________________________Major: _________________Date: _____________
Please check the dispositions below that are of concern.
Personal hygiene (grooming, appearance, appropriate attire)
Language usage (oral and written)
Attendance/punctuality
Ethical behavior/tactfulness/confidentiality
Professional Attitude
Responsible/reliable/dependable
Responds appropriately to suggestions
Cooperative
Self-control/emotional stability
Positive role model
Honesty/truthfulness
Supportive/encouraging
Initiative
Courteous/respectful
Tolerant/sensitive to individual differences
Adheres to school policies and expectations
Other ___________________________________
Briefly explain the behaviors/evidence that is cause for the above concerns:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Signature of Faculty Member making referral:________________________________________
Date _________________________________________________________________________
This signature indicates that the faculty member has addressed the dispositions issues marked
above with the student.
Signature of Program Coordinator _________________________________________________
Date_________________________________________________________________________
Documentation related to any previous or ongoing efforts to remediate the dispositions cited
above should accompany this form, as well as recommendations for faculty members to serve on
this student’s Dispositions Development Team.
Signature of Student ____________________________________________________________
Date _________________________________________________________________________
This signature does not indicate agreement or disagreement with the referral, but indicates that
the student has been made aware of the dispositions of concern and has received a copy of the
form.
73

Name
Disposition(s)
needing
improvement
Missouri State University
Preservice Teacher Professional Dispositions Development Plan
Content Area
Required Intervention(s) Benchmark(s) Date to be
Completed
I will complete the recommended interventions by the date(s) indicated above because I am
committed to becoming a teacher who will ethically and responsibly support the learning and
development of all learners in K-12 classrooms and intend to develop the dispositions, skills, and
knowledge needed.
Preservice Teacher Signature ______________________ Date _________
Development Team Faculty
Faculty _____________ Date ______ Faculty _________________ Date _________
Faculty _____________ Date ______ Faculty ___________________ Date _________
To be completed after intervention completion date
Achievement of Benchmark(s): Target Acceptable Progress Evident Not Met
Decision
Continue in teacher education assuming that identified dispositions are no longer an issue.
Continue in teacher education but complete another Dispositions Development Plan.
Do not continue in teacher education.
Additional Comments ___________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Development Team Faculty
Faculty _____________ Date ______ Faculty _________________ Date _________
Faculty _____________ Date ______ Faculty _________________ Date _________
Signature of Student _____________________________________Date____________________
74

Please sign this form and return the form to your EDC 150 instructor.
Student Contract Agreement
Due to the many special requirements concerning the various teacher education programs, we want to be
certain that you understand the importance of the following statements. With appropriate planning and shared
responsibility in the advisement process, you can expect to complete your programs in an effective timely
manner with as little interference as possible.
I fully understand:
the GPA/ACT requirements for admittance into SEC 302.
that EDC 150, concurrent enrollment or equivalent competencies, is a prerequisite for admission into SEC 302.
that pre-professional liability insurance is required for any course which requires a clinical practicum/placement.
that each student must complete a specified departmental diversity component.
that SEC 302 completed with a grade of “C” or higher is a prerequisite for EDC 350, SPE 340, RDG 474, and all departmental
teaching methods courses.
that completion of COM 115 with a “C” or better is a prerequisite for admission into the teacher education program.*
that a 2.50 GPA in major is required for admit to teacher education (Social Studies 2.75).
that I must pass all sections of the CBASE in order to enrolled in EDC 350, SPE 340, RDG 474, SFR/PSY 486 all departmental
teaching methods courses, and professional education courses offered through the music and physical education
departments.*
THAT ALL FIVE COMPONENTS OF THE CBASE MUST BE PASSED WITH A SCORE OF 265 OR HIGHER BEFORE I CAN
PROCEED BEYOND SEC 302.*
that all components of the CBASE must be passed within a two-year time limit if any score is below 235.*
that I must meet all requirements necessary for admission to the teacher education program before enrolling in EDC 350, SPE
340, RDG 474, SFR/PSY 486, all departmental teaching methods courses, professional education courses offered through the
music and physical education departments, and student teaching. See flow chart on back of this contract.
that a current audit is necessary to assess progress toward graduation. Education requirements may change; each student
should consult on a regular basis with their departmental advisor.
that I must file my degree program before I have 60 hours completed; failure to do so will result in a registration encumbrance.
that I must meet the state certification requirements in effect at the time that my teaching certificate is granted.
that course offerings vary from one semester to another; therefore, to complete my program in a timely manner I must meet with
my advisor each semester.
that a 2.50 overall combined GPA is necessary for admission into Professional Education classes.
that a 2.50 GPA in all certifiable areas, a 2.50 combined GPA and passing the PRAXIS II is necessary for recommendation for
Teacher Certification.
that a 2.50 GPA in Professional Education classes with no grade lower than a “C” is required to be recommended for
certification.
that I must meet all requirements necessary before I may student teach. See flow chart on back of this contract.
that I must apply online for student teaching 1 academic year prior to my student teaching semester through My Information.
that I must satisfactorily complete all three professional portfolio checkpoints. Portfolio checkpoint 1 & 2 must be completed
prior to student teaching and checkpoint 3 must be completed before receiving a grade in student teaching.
that I must have satisfactory background check information on file as required by DESE and the University.
*Certification seeking Post-Baccalaureate students are not required to take the CBASE and have no grade requirement for COM 115.
I fully understand that it is my responsibility to meet all of the above requirements. Items above are
subject to change with the University catalog and certification requirements.
_______________________________________ ____________________________________________
Student Signature M Identification Number
______________________________________ ____________________________________________
Print name Date
07/05/11 stcontract 74

Please sign this form and return the form to your EDC 150 instructor.
Student Contract Agreement
Due to the many special requirements concerning the various teacher education programs, we want to be
certain that you understand the importance of the following statements. With appropriate planning and shared
responsibility in the advisement process, you can expect to complete your programs in an effective timely
manner with as little interference as possible.
I fully understand:
the GPA/ACT requirements for admittance into SEC 302.
that EDC 150, concurrent enrollment or equivalent competencies, is a prerequisite for admission into SEC 302.
that pre-professional liability insurance is required for any course which requires a clinical practicum/placement.
that each student must complete a specified departmental diversity component.
that SEC 302 completed with a grade of “C” or higher is a prerequisite for EDC 350, SPE 340, RDG 474, and all departmental
teaching methods courses.
that completion of COM 115 with a “C” or better is a prerequisite for admission into the teacher education program.*
that a 2.50 GPA in major is required for admit to teacher education (Social Studies 2.75).
that I must pass all sections of the CBASE in order to enrolled in EDC 350, SPE 340, RDG 474, SFR/PSY 486 all departmental
teaching methods courses, and professional education courses offered through the music and physical education
departments.*
THAT ALL FIVE COMPONENTS OF THE CBASE MUST BE PASSED WITH A SCORE OF 265 OR HIGHER BEFORE I CAN
PROCEED BEYOND SEC 302.*
that all components of the CBASE must be passed within a two-year time limit if any score is below 235.*
that I must meet all requirements necessary for admission to the teacher education program before enrolling in EDC 350, SPE
340, RDG 474, SFR/PSY 486, all departmental teaching methods courses, professional education courses offered through the
music and physical education departments, and student teaching. See flow chart on back of this contract.
that a current audit is necessary to assess progress toward graduation. Education requirements may change; each student
should consult on a regular basis with their departmental advisor.
that I must file my degree program before I have 60 hours completed; failure to do so will result in a registration encumbrance.
that I must meet the state certification requirements in effect at the time that my teaching certificate is granted.
that course offerings vary from one semester to another; therefore, to complete my program in a timely manner I must meet with
my advisor each semester.
that a 2.50 overall combined GPA is necessary for admission into Professional Education classes.
that a 2.50 GPA in all certifiable areas, a 2.50 combined GPA and passing the PRAXIS II is necessary for recommendation for
Teacher Certification.
that a 2.50 GPA in Professional Education classes with no grade lower than a “C” is required to be recommended for
certification.
that I must meet all requirements necessary before I may student teach. See flow chart on back of this contract.
that I must apply online for student teaching 1 academic year prior to my student teaching semester through My Information.
that I must satisfactorily complete all three professional portfolio checkpoints. Portfolio checkpoint 1 & 2 must be completed
prior to student teaching and checkpoint 3 must be completed before receiving a grade in student teaching.
that I must have satisfactory background check information on file as required by DESE and the University.
*Certification seeking Post-Baccalaureate students are not required to take the CBASE and have no grade requirement for COM 115.
I fully understand that it is my responsibility to meet all of the above requirements. Items above are
subject to change with the University catalog and certification requirements.
_______________________________________ ____________________________________________
Student Signature M Identification Number
______________________________________ ____________________________________________
Print name Date
07/05/11 stcontract 74

The Professional Preparation Portfolio
Successful completion of a Professional Preparation Portfolio is required of all teacher education candidates
at MSU in order to be recommended for initial certification to teach. This portfolio is a graphic anthology of
a student’s progress and performance in all coursework, practicum placements and student teaching
experiences. The Professional Preparation Portfolio is also a medium by which the academic programs are
evaluated for accreditation by the Missouri Department of Elementary and Secondary Education and the
National Council for the Accreditation of Teacher Education.
Teacher education students will receive guidance throughout their program from the instructors of their
courses to help answer questions and maintain quality of the portfolio. There are three checkpoints scheduled
throughout the sequence of courses taken in the teacher education program. The checkpoints are individual
conferences held between students and instructors to assure that everything is in order and progressing
satisfactorily toward meeting the Missouri Standards for Teacher Education Program (MoSTEP) quality
indicators and subject area competencies.
The first checkpoint occurs in SEC 302, PED 200, or MUS 148. The second will occur during the special
methods courses or designated point in the degree program. The third and final checkpoint occurs during the
student teaching semester. At that time the portfolio will be reviewed to determine if there is sufficient
evidence to meet MoSTEP quality indicators and subject area competencies.
Portfolio Checkpoint 1: SEC 302/PED 200/MUS 148*
These artifacts are required and must be included within the portfolio at checkpoint 1:
Professional Resume
Clinical Placements Log
Practicum Diversity and Technology Statements
Artifacts with cover sheets as assigned – minimum of unit plan and appropriate artifact cover sheet
Evaluation of uploaded materials by faculty
Portfolio Checkpoint 2: Special Methods Courses or Designated Point in Program
A summary of general expectations for Portfolio Checkpoint 2 follows:
Artifacts and artifact cover sheets required by the specialty area that reflect knowledge, skills and
professional dispositions aligned with standards
Learning outcomes assessment assignment (requirements determined by programs)
Professional Resume further developed
Clinical Placement form completed to reflect additional experiences and outcomes
Practicum Diversity and Technology Statements
Educational Philosophy
Portfolio Checkpoint 3: Supervised Student Teaching
Artifacts may be required and reviewed by the specialty area faculty, University Student Teaching Supervisor
and cooperating teacher. A summary of expected content follows:
Additional artifacts and artifact cover sheets as required in order to meet MoSTEP quality
indicators and subject area competencies
Learning outcomes assessment assignment (requirements determined by programs)
Professional resume completed
Clinical placement form completed to reflect culminating experiences and outcomes
Practicum Diversity and Technology Statements
Complete section IV of your portfolio (Student Teaching Evaluations)
Completion of all eSTARS evaluation under STEPS
For additional help log on to the Missouri State University PEU Website at
http://education.missouristate.edu/peu
*Students must consult with their departmental advisors concerning special requirements for artifact cover sheets.
Limited examples follow. 77

E-Portfolio Clinical Log Guidelines (FA 2008)
List your field experiences including (district, location, length) under the appropriate
sections of the e-portfolio clinical log (early experiences, practicum, supervised
teaching). Include outcomes related to diversity, technology, and public affairs.
Guidelines for writing these outcomes are listed below:
Diversity: If your e-portfolio shows a drop down box to indicate contact, please complete
these items. Then complete the following written entry requirements. Please write in
paragraph form a response based on the following guidelines regarding your diversity
experiences during your field placements (observations, practicum, and student teaching).
Average length: two paragraphs.
1. Please provide a brief description of your class makeup, i.e. your perceptions of
diversity in the classroom – gender, ethnicity, special needs, socio-economic
status, religion, etc.
2. Please note any interactions, modifications, etc. that you feel you observed or
attempted in the classroom in order to accommodate diversity specific needs in
the classroom.
Technology: If your e-portfolio shows a drop down box to indicate contact, please
complete these items. Then complete the following written entry requirements. Please
write in paragraph form a response to the following guidelines regarding your experience
with technology in the classroom during your field placements (observations, practicum,
and student teaching). Average length: two paragraphs.
1. Please provide a brief description of technology available to you and/or your
cooperating teacher, i.e. classroom computer(s), smart board, overhead projectors,
internet access, e-mail, etc.
2. Please note observations of your cooperating teacher’s and/or your use of
technology to support learning and of student use of technology to support
learning.
3. If you had limited access to technology in your experience, what types of
technology would you want and how would you use it to support learning?
78

EXAMPLES:
My Outcomes Related To Interactions With Diverse Learners
This experience has given me much more experience with diverse learners than I could have
imagined. Webster Groves High School is part of the Voluntary Transfer Student program so
while most of my students came from upper middle class white families, there was a
significant of number students from inner-city St. Louis, nearly all of which were African-
American. There is a significant achievement difference between many of these students. It
was a challenge for me to incorporate the lower level students into the same discussions as
the suburban students, but by treating all students as equals in every class discussion or
activity, and giving a bit more attention to those who fell behind, I saw some of the city
students beginning to improve by the end of this block. In addition, even though most of the
inner-city students were performing poorly, they still seemed to have a bond with the African
American students from Webster Groves who performed at a higher level. I gave
opportunities for the African-American students from different backgrounds a chance to work
together in groups, which I believe helped the lower performing students achieve more as
well.
I also taught a CWC for U.S. History which gave me a lot of experience with diverse learners.
Half of the class was enrolled in the Special School District while the other half had IEPs for
various disabilities. There was a Special School District teacher who helped with many of the
modifications for his students, but there were still several behavioral issues that came up in
class that I was had the opportunity to take care of. This class also included three foreign
exchange students who spoke English well, but had writing difficulties, one student with a
hearing impairment and many students with various other IEPs that required smaller efforts
such as providing a set of class notes, modifying homework assignments or tests. Overall, I
think I did very well in catering to the diversity of this block and feel I have grown as a
teacher because of it.
79

Student Name:
ART
ARTIFACT COVER SHEET
ABOUT THIS ARTIFACT
Major/Certification Area:
K-12 Art Education
Title of the Artifact:
Cultural Identity Lesson Plan
Date this artifact was collected:
17 FEB 2004
Course or experience where artifact was developed:
ART 401
Quality indicators addressed by this artifact - Include MoSTEP and Specialty Area Indicator(s)
as well as PEU CF Learner Outcome(s) as appropriate:
MoSTEP 1.1.2.2 The preservice teacher understand how students learn and develop, and
provides learning opportunities that support the intellectual, social, and personal
development of all students.
NAEA Content Standard 4 – Student will be able to demonstrate: Understanding the
Visual Arts in relation to history and culture.
Reflective narrative – How this artifact reflects performances specific to MoSTEP, PEU CF
Learner Outcomes and/or Specialty Area performance indicators as appropriate. What do I know
and what am I able to do?
This artifact provides a learning opportunity in which students are pushed to develop
intellectually, socially, as well as personally. Intellectually, students are asked to recall prior
knowledge of cultures they have studied in the past, as well as being required to retain new
knowledge of the South Carolinian Gullah culture and their basket-weaving techniques.
Reviewing and testing new knowledge as well as creating a basket using the culture’s techniques
will measure the student’s retention. Socially, students will be participating in classroom
discussions, as well as sharing researched information with classmates. The educator will note
student participation in discussions, and students will report their researched findings in a written
format to the educator. Personally, students will be journaling about significant information
from their own background as well as why it is significant, and developing that into something
that could be used in a class project. They will also be required to create their basket on their
own to develop their own skills, and they will journal about found information and their thoughts
on it when researching the Gullah culture.
This artifact promotes understanding of the Visual Arts in relation to history and culture due to
the simple nature of the art form. Being able to correctly recreate the Gullah baskets requires
understanding of the culture’s historical roots in Africa as well as how their culture has
developed from those roots. Students will also be connecting these concepts to their own lives
by considering what in their cultures/heritage is significant and why.
80

Art Education updates for e-Portfolio:
Checkpoint II:
Steve Willis: Art Methods courses 366 (elementary); 401 (secondary)
Everything stays the same/general COE requirements
Checkpoint III:
Judith Fowler: Student Teaching Blocks
General COE requirements
Add:
Required: Students of Students Exhibition
81

Business Education Program
Portfolio Check Point Guidelines
Check Point 1: The following items should be included in the portfolio.
Professional Resume
Clinical Placements form
Unit plan sample with appropriate cover sheet
Practicum Diversity and Technology Statements
Lesson plan (at least 1)
Check Point 2: The following additional items should be included in the portfolio.
A minimum of 10 quality artifacts cross-referenced with following.
o MoStep quality indicator (at least 5 of 11 included)
o Conceptual framework outcome (at least 5 of 10 included)
o Business specialty area quality indicator (at least 5 of 12 included)
Avoid listing multiple Indicators/CF outcomes/Specialty Areas within a single
artifact. It is appropriate to have one indicator, one CF outcome, and one specialty
area cross-referenced within an artifact.
Reflective statement for each artifact.
Artifacts for following topics (no more than 2 topics combined in one artifact.)
o Classroom management
o Special needs students
o Reading
o Technology
o Assessment
Educational Philosophy Statement relating to teaching business subjects.
Evidence of completion of a practicum experience in a diverse education or
community setting.
In Showcase Section document business-related work experience. (If you will not
have 2000 hours of business-related work experience by graduation, work with the
CIS Department to locate an appropriate internship. The 2000 hours is not required
with an approved internship but the experience still will be documented and included
in portfolio.) A combination of work experience and an internship is allowed. Provide
the following information for each position listed.
o The business type (manufacturing, retail, etc), name, address, phone,
o employment period dates,
o supervisor(s) name,
o your job title(s),
o typical duties, and
o total hours worked.
Check Point 3: Additional items (or replacements for early artifacts) result in
Approximately 20 quality artifacts (& reflective statements)
o Cross-referenced to MoStep indicators, CF outcomes, and Business indicators.
o Includes classroom management, special needs, reading, technology,
assessment.
Showcase contains 2000 hours work experience (and/or internship) documentation.
82

Student Name: Josie Long
Major/Certification Area: Business
BUSINESS ARTIFACT COVER SHEET
ABOUT THIS ARTIFACT
Title of the Artifact: Career Information Lesson Plan
Date this artifact was collected: Fall 2008
Course or experience where artifact was developed: BSE 503, Methods of Teaching Business
Quality indicators addressed by this artifact - Include MoSTEP and Specialty Area Indicator(s)
as well as PEU CF Learner Outcome(s) as appropriate:
MoStep: 1.2.6 (Individual & Group Motivation)
Business Specialty: 6 (Information Systems)
CF: 5 (Technology) & 3 (Learning & Development)
Reflective narrative – How this artifact reflects performances specific to MoSTEP, PEU CF
Learner Outcomes and/or Specialty Area performance indicators as appropriate. What do I know
and what am I able to do?
The lesson plan engages students in learning about careers while using technology.
Students working in small groups are presented with a ―client‖ needing career guidance.
The students must locate online career-related information pertinent to their client’s
needs. The final activity is presenting the group’s findings to the class. Class members
select the group which provided its client with the best information.
The goal of the activity is to engage the students in the learning experience. The students
are motivated by the material and the activity’s challenge. The lesson content is using
search engines and filters to find the best Internet sites. The challenge is to locate the best
not the most information.
The lesson plan was presented as a microteaching activity and the other students in the
class indicated they enjoyed the activity. The instructor for the class agreed that the
lesson content was appropriate and the goal of the lesson was met - students were
engaged. I plan to use the activity while student teaching and realize I may need to make
modifications based on the time allowed and students’ ages and abilities. I believe the fun
―client‖ information and the competitiveness of the activity will motivate and engage
students resulting in increased student learning and retention.
Instructor Signature: _______________________________ Date: _________________
Instructor Comments and Recommendations:
(Signatures are optional)
83

General Overview of the Professional Preparation Portfolio for English Education
Assessment of Student Performance: Portfolio Checkpoints 1, 2, & 3
Portfolio Checkpoint 1: SEC 302
These artifacts are required and must be included within the portfolio at checkpoint 1:
Professional Resume
Clinical Placements Log
Practicum Diversity and Technology Statements
Artifacts with cover sheets as assigned – minimum of lesson plan and appropriate artifact cover
sheet
Evaluation of uploaded materials by faculty
Portfolio Checkpoint 2: Special Methods Courses or Designated Point in Program
These artifacts are required and must be included for Checkpoint 2. See page 15 for specific
information about the Checkpoint 2.
Update clinical log and resume.
Educational Philosophy if not submitted as checkpoint one (see above note).
Artifacts and artifact cover sheets required by the English Education Program to meet MoSTEP
quality indicators, the Missouri State PEU Conceptual Framework outcomes, and subject area
competencies. (See page 14 for details.)
Optional: Students are strongly encouraged to add showcase items
Portfolio Checkpoint 3: Supervised Student Teaching
Artifacts will be required and reviewed by the English Department faculty, University Student
Teaching Supervisor, and cooperating teacher. See page 16 for specific information about Checkpoint
3.
Update of Section 1: clinical log and resume.
Remaining artifacts and artifact cover sheets as required by your program to meet MoSTEP
quality indicators, the Missouri State PEU Conceptual Framework outcomes, and subject area
competencies (see pages 4-9 for more information).
Student Teaching Evaluations (see page 16 for more information)
Performance Synthesis Paper and accompanying artifacts (see page 18 for more information).
Details related to the Performance Synthesis Paper will be discussed in detail during ENG 405
and ENG 432/433.
84

National Council for Teachers of English (NCTE)/International Reading Association
(IRA) Standards for the English Language Arts: Sponsored by NCTE and IRA
The vision guiding these standards is that all students must have the opportunities and resources to
develop the language skills they need to pursue life's goals and to participate fully as informed, productive
members of society. These standards assume that literacy growth begins before children enter school as
they experience and experiment with literacy activities—reading and writing, and associating spoken words
with their graphic representations. Recognizing this fact, these standards encourage the development of
curriculum and instruction that make productive use of the emerging literacy abilities that children bring to
school. Furthermore, the standards provide ample room for the innovation and creativity essential to
teaching and learning. They are not prescriptions for particular curriculum or instruction. Although we
present these standards as a list, we want to emphasize that they are not distinct and separable; they are,
in fact, interrelated and should be considered as a whole.
1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves,
and of the cultures of the United States and the world; to acquire new information; to respond to the needs
and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and
nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an understanding of
the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They
draw on their prior experience, their interactions with other readers and writers, their knowledge of word
meaning and of other texts, their word identification strategies, and their understanding of textual features
(e.g., sound-letter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to
communicate effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process elements
appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation),
media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing
problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print
texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer
networks, video) to gather and synthesize information and to create and communicate knowledge.
9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects
across cultures, ethnic groups, geographic regions, and social roles.
10. Students whose first language is not English make use of their first language to develop competency in
the English language arts and to develop understanding of content across the curriculum.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy
communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning,
enjoyment, persuasion, and the exchange of information).
85

Checkpoint Two for Secondary and Middle School English Language Arts
Section I: Introduction
Update resume
Update clinical log and evaluations for all clinical, practicum, and field experience
placements since SEC 302. Address interactions with diverse learners and experiences
with technology.
Educational Philosophy if not submitted at Checkpoint 1
Section II: Professional Practice
Upload artifacts and artifact cover sheets for the Mo-Steps outlined in the English
Education portfolio guide: 1.2.1, 1.2.3, 1.2.4, 1.2.8, 1.2.9, 1.2.11.
Section IV: Field Evaluations: Enter in this sequence and with these titles as
indicated in bold.
Upload signed ENG 405 Field Experience Observation from the field experience
supervisor.
Upload ENG 405 Cooperating Teacher Evaluation from the ENG 405 field
experience.
Link to Portfolio Scoring Guide:
http://education.missouristate.edu/assets/student_portfolios/PortfolioScoringGuide.pdf
86

Checkpoint 3 for Secondary English Language Arts
Block 1: Complete the following by the end-of-block meeting on ________________.
Section 1: Introduction:
Complete clinical practice log for student teaching. Address interaction with diverse learners and
experiences with technology.
Section IV: Field Evaluations: Enter in this sequence and with these titles as indicated in bold.
Scan in all signed weekly Cooperating Teacher Evaluations for Block 1
Scan in all signed University Supervisor Evaluations for Block 1
Section V: eSTARS Evaluations
Complete Self-Evaluation at Mid-Block (eSTARS)
Cooperating Teacher Final Evaluation (eSTARS) and University Supervisor Final Evaluation
(eSTARS) will be imported to this section at end-of-block.
Block 2: Complete by _______________________.
Section I: Introduction
Update resume by end of Week 4 to include student teaching.
Complete clinical practice log for student teaching by the end of Week 4. Address interaction with
diverse learners and experiences with technology.
Section III: Showcase: Enter in this sequence and with these titles as indicated in bold.
Upload Performance Synthesis Paper (see page 18 for the detailed assignment).
Upload High Quality Literature Student Sample with preservice teacher’s response and
assessment marks.
Upload Low Quality Literature Student Sample with preservice teacher’s response and
assessment.
Upload High Quality Writing Student Sample with preservice teacher’s response and assessment.
Upload Low Quality Writing Student Sample with preservice teacher’s response and assessment.
Section IV: Field Evaluations
Scan Weeks 1-4 signed weekly Cooperating Teacher Evaluations for Block 2.
Scan in one signed University Supervisor Evaluation for Block 2.
Section V: eSTARS Evaluations
Complete Self-Evaluation Mid-Block (eSTARS)
Cooperating Teacher Final Evaluation (eSTARS) and University Supervisor Final Evaluation
(eSTARS) will be imported to this section at end-of-block
87

ARTIFACT COVER SHEET TEMPLATE: Guidelines for English Language Arts
Title of artifact: Put in title of artifact
Date this artifact was collected: Semester/Month, Year
Course or experience where artifact was developed: Course # and Title
Mo-STEP Quality Indicators:
List # AND type in the words of the quality indicator (1 per
cover sheet); list related performance indicator #’s (at least 1).
Specialty Area Quality Indicators: List # AND type in the words of the quality indicator (1 per
coversheet); list related performance indicator #’s (at least 1)
Conceptual Framework: List #’s and topic names (up to 3.) For example, “9. Diversity).
NCTE/IRA Standards: List #’s and theme titles (up to 3)
Reflective Narrative—How this artifact meets the competencies listed above:
Description—
Give a descriptive statement. (Briefly convey an image of what the artifact entails. What is it?
What is its content? How and when did you use it?)
Significance—
Why does the artifact have meaning or significance to you? (Explain the significant learning
experience and why it is important to you as a teacher—i.e. the educational environment, or to
your students. What did you learn through the creation and implementation of this artifact?)
Justification—
Why is this artifact worthy of selection? (Explain how it demonstrates the performance
indicator(s).) Write separate justification paragraphs for Mo-STEP and Specialty Area Quality
Indicators. Make certain to tie in Conceptual Framework outcomes and NCTE/IRA themes as
applicable.
Below are beginning statements for justification paragraphs for Mo-STEP and Specialty Area
indicators if you need to use them:
―This artifact aligns with Mo-STEP Quality Indicator # __________ because it
demonstrates performance indicator(s) #_______ that state _____________________
in the following manner ___________...‖
―This artifact aligns with Specialty Area Quality Indicator # _______ because it
demonstrates performance indicator(s) # ______ that state _____________________
in the following manner _________...‖
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Checkpoint 3: Performance Synthesis Paper
SECONDARY ENGLISH PERFORMANCE SYNTHESIS
Page Requirement: 10-15 pages, 12 point Times New Roman with normal margins,
numbered pages, and headings for each section (MLA format). Headings for the paper are
described below.
Section One:
Describe your classroom, including grade level, number of students, environment,
SES, etc.
Describe the relationships that you built with the cooperating teacher, other teachers,
and the students.
Describe activities that you have participated in at the school.
Section Two:
Describe a Unit Plan or series of 5-10 lessons taught in sequence, and the objectives,
goals, essential understandings, essential questions, etc. Include copies of the lesson
plan as Appendix A.
Section Three:
Describe a writing assignment that you assigned and the context with which you
assigned it.
Collect at least one class period’s work and white out identification information. The
work should include your responses.
Include the assignment and the scoring guide for the assignment as Appendix B
(before the Works Cited page.)
Evaluate the strengths and weaknesses of the assignment in terms of the following:
1. The choices you made as a teacher before, during, and after the
assignment in terms of curriculum, timing, students’ needs, methods,
motivation, issues of diversity, struggling learners, background
knowledge, etc.
2. The types and levels of student learning demonstrated in the
artifacts. Use your own descriptions and categories OR a system
from an outside source (e.g., Bruner, Vygotsky, Dewey, Gardner,
Hillocks, Odell).
3. Assessment and assessment effectiveness. Describe how you
assessed the literature assignment, and describe the assessment’s
effectiveness. What did students learn from this assignment? How do
you know what students learned? Create a chart that provides a
summary of the students’ performance and grades earned. Collect
samples of students’ metacognitive thinking about the assignment,
89

for example, exit passes or short reflections, in addition to the
summary of grades earned.
4. Describe the differences between your original expectations and how
students actually performed. How effective was the assignment?
What did you learn about assessment and planning? Describe how
your thinking has changed.
Section Four:
Describe a literature assignment that you assigned and the context with which you
assigned it.
Collect at least one class period’s work and work out identification information. The
work should include your responses.
Include the assignment and the scoring guide for the assignment as Appendix B
(before the Works Cited page.)
Evaluate the strengths and weaknesses of the assignment in terms of the following:
1. The choices you made as a teacher before, during, and after the
assignment in terms of curriculum, timing, students’ needs, methods,
motivation, issues of diversity, struggling learners, background
knowledge, etc.
2. The types and levels of student learning demonstrated in the
artifacts. Use your own descriptions and categories OR a system
from an outside source (e.g., Bruner, Vygotsky, Dewey, Gardner,
Hillocks, Odell).
3. Assessment and assessment effectiveness. Describe how you
assessed the literature assignment, and describe the assessment’s
effectiveness. What did students learn from this assignment? How do
you know what students learned? Create a chart that provides a
summary of the students’ performance and grades earned. Collect
samples of students’ metacognitive thinking about the assignment,
for example, exit passes or short reflections, in addition to the
summary of grades earned.
4. Describe the differences between your original expectations and how
students actually performed. How effective was the assignment?
What did you learn about assessment and planning? Describe how
your thinking has changed.
Section Five: Reading, Conversation, and Previous Coursework
Describe the readings, conversations, and information from ENG 405, ENG 520,
RDG 474, and other upper-level education and English courses that helped you
throughout your student teaching. How did this influence the decisions you made as a
teacher?
90

Further Directions:
1. Journal prompts provided and collected by your student teaching supervisor
will assist you in thinking through some of these questions throughout the
semester. Use those journal writings to keep track of your thinking. You will
be able to incorporate those writing into the final synthesis paper.
2. Do not wait to collect artifacts. Collect as you go. After a lesson, have students
write an exit pass, and collect those for informal assessment information. Make
copies of completed scoring guides that you used for the writing and literature
assignments.
3. For students’ work samples, white out identifying information of the student
and make a photo copy.
4. Upload the performance synthesis and the student work samples to the
Showcase section of the portfolio
5. This is the culminating activity for your BS.Ed in English degree. This paper
will be a formal paper, but it will also be written using first person. The
audience will be faculty and staff of the English Department of Missouri State
University.
Use MLA format, parenthetical documentation, appendices, and works cited. For
information on MLA format, see http://owl.english.purdue.edu/owl/resource/557/01/.
91

Portfolio Guide
Program: English Education (undergraduate)
Bachelor of Science in English Secondary Education
Also for checkpoint 2 for middle school majors in Language Arts
English Department
Siceluff Hall
417-836-5107
Keri Franklin, Ph.D.
Director, English Education Program
KFranklin@missouristate.edu
417-836-3732
Angelia Northrip-Rivera, M.A.
English Education Advisor (A-H)
AngeliaNorthrip@missouristate.edu
417-836-4171
Judith John, Ph.D.
English Education Advisor (J-Z)
JudithJohn@missouristate.edu
417-836-4797
Nydia Rowe
Student Teaching Supervisor
N.Rowe@mchsi.com
Ginny Reding, M.S.Ed
Student Teaching Supervisor
GinnyReding@sbcglobal.net
92

Hill Hall 309 is the ePortfolio Lab
Portfolio Lab
Open lab hours are 9 am to 9 pm Monday through Thursday and 9 am to 4 pm on Fridays. At this
time there are no weekend hours. The lab phone number is(417) 836-6751.
What is available in the portfolio lab?
Portfolio Lab Resources include:
Portfolio lab equipment includes 5 VHS VCR's with video capture devices (media converters
and FireWire cards in each machine), 30 flatbed scanners, and 20 Gateway PC's, 10 Dell PC's,
and 2 Macintoshes with sound cards, all with DVD/CD-RW combo drives.
Portfolio lab software includes video editing software (Microsoft Producer and Windows
Movie Maker), optical character recognition software (OmniPage), Adobe Acrobat, Adobe
Photoshop, Inspiration, Hyperstudio, and Microsoft Office, and many other programs.
Portfolio lab technical assistance is provided by the COE computer lab technical support
staff.
93

FAMILY AND CONSUMER SCIENCES EDUCATION
Portfolio Check Point Guidelines
Checkpoint I will be approved during SEC 302. If the portfolio is not approved at that time, a
student will not be admitted to the Teacher Education program and may not take additional
professional education courses.
The following items should be included in the portfolio:
Professional Resume
Clinical Placement Log and Journal entries
Practicum Diversity and Technology Statements (See The Professional Preparation
Portfolio for instruction)
Artifact with coversheet as assigned – minimum of unit plan and appropriate artifact
cover sheet. (See instructions and attached example for coversheet)
Evaluation of uploaded materials by faculty
Checkpoint II will be approved during FCS 512.
The following items should be included in the portfolio to meet Checkpoint II:
Educational Philosophy
Family and Consumer Sciences Education Philosophy
At least 5 to 7 artifacts with cover sheets that reflect knowledge, skills and professional
dispositions aligned with standards. Artifacts must include faculty evaluations
Professional Resume further developed (Add practicum experiences)
Clinical placement log and journal entries from field experiences in FCS 507 and 512 to
reflect additional experiences and outcomes
Practicum Diversity and Technology Statements (See The Professional Preparation
Portfolio for instruction)
Checkpoint III will be approved during FCS 493/494.
The following items should be included in the portfolio to meet Checkpoint III:
At least 20 artifacts (including artifacts from Checkpoints I and II) with coversheets
These artifacts must be robust examples of student work that indicate mastery of all
MoSTEP, Conceptual Frameworks and Specialty Areas. (11 MoSTEP, 14 Specialty
Area, 10 Conceptual Frameworks) Artifacts must include faculty evaluations
Teacher Work Sample and Evaluation
Updated Clinical Placement Log and Journal from FCS 515 and Student Teaching
Experiences to reflect culminating experiences and outcomes
Practicum Diversity and Technology Statements. (See The Professional Preparation
Portfolio for instruction)
Updated professional resume including all field experiences and any professional
development activities
Complete Section IV of your portfolio (Student Teaching Evaluations)
Completion of all eSTARS evaluations under STEPS
Photos, samples of student work, examples of technology, and other extra materials
should be added to the Showcase section
94

Coversheets: Reflective narratives on the coversheets should be a detailed analysis and critical
examination of the students understanding of the artifact.
The first paragraph should be a detailed description of the artifact and the course or
experience in which the artifact was created. What is it? Why did I select it? In what
setting was the artifact created and for what purpose?
The second paragraph should be a discussion of the significance of this particular artifact
and its relevance.
The following paragraphs should be a justification of the artifact in connection to the
MoSTEP, Conceptual Frameworks and Specialty Area standards it addresses. It should
explain how it demonstrates the performance indicator(s). Write separate justification
paragraphs for each MoSTEP and Specialty Area Quality Indicator being sure to
reference the Quality Indicator within the paragraph. Be sure to indicate the Conceptual
Frameworks within these paragraphs.
The final paragraph should include what you still need to learn about the quality indicator
or performance indicators that still need improvement.
Example:
Student Name: Kylee Shayne
FAMILY AND CONSUMER SCIENCES
ARTIFACT COVER SHEET
Major/Certification Area: Family and Consumer Sciences
Title of Artifact: Banking Services Power Point
Date this artifact was collected: February 2010
Course or experience where artifact was developed: FCS 335 - Presentation Techniques
MoSTEP Quality Indicators/Performance Indicators:
1.2.7 The preservice teacher models effective verbal, nonverbal, and medial
communication techniques to foster active inquiry, collaboration, and supportive interaction in
the classroom.
1.2.7.1 models effective verbal/nonverbal communication skills.
1.2.7.4 uses a variety of media communication tools.
Specialty Area Quality Indicator/Performance Indicators:
8. Family and Consumer Resource Management
8.3 Financial planning and management including family budgets, credit,
investments, insurance, retirement planning, savings, and checking accounts.
PEU Conceptual Framework:
5. Technology
95

Reflective narrative:
This artifact is a Power Point assignment I completed in my FCS 335 Presentation Techniques
class. In this class I learned about different methods used to teach and present material. I also
had opportunities to apply learning theories and practice different methods of teaching in front of
my classmates in preparation for my future classroom.
In this particular assignment, I was to select a topic within Family and Consumer Sciences,
prepare a Power Point presentation for secondary students over the topic, and give the
presentation in front of my classmates. The Power Point presentation was to meet certain
guidelines, including accuracy in content, proper sequencing, overall effectiveness, and use of
background, font, and graphics to enhance readability and captivate the attention of the viewer.
The oral presentation was to have a motivating introduction, as well as a good vocal delivery,
and leave the audience informed and interested in the topic.
This artifact demonstrates my ability to design and develop and engaging presentation based
upon a Family and Consumer Sciences topic. This artifact aligns with MoSTEP Quality
Indicator 1.2.7 Performance Indicator 1.2.7.1( models effective verbal/nonverbal communication
skills) and Performance Indicator 1.2.7.4 (uses a variety of media communication tools), as well
as Conceptual Framework #5 (Technology). I demonstrated my ability to effectively
communicate in front of the classroom utilizing a Power Point to present the information as well
as linking to the Internet for short video clips illustrating some of the skills I was teaching to the
class.
The topic I chose for this assignment was Banking Services. This artifact aligns with the FCS
Specialty area #8 (Family and Consumer Resource Management), Performance Indicator #8.3
(Financial planning and management, including family budgets, credit, investments, insurance,
retirement planning, savings, and checking accounts). In my presentation I included information
on checking and savings accounts, instructions on how to open such accounts, and the processes
that are involved, such as writing checks and balancing your checkbook. Structured activities
that provided practice in these financial skills followed the presentation.
I feel I did an excellent job with this presentation. I feel pretty comfortable speaking in front of
my Presentations Techniques class, but will need to spend more time in front of adolescent
students before I feel as comfortable communicating with them. I feel comfortable creating
Powerpoint presentations and utilizing media to teach, but will need to spend more time
preparing lessons in Family and Consumer Resource Management before I feel comfortable with
that subject area.
96

Name: __________________________
Portfolio Checkpoint Rubric (Minimum Expectations)
Electronic Portfolio (or standard portfolio binder and dividers set up correctly) **
SECTION I
Educational Philosophy Document, to include the following headings:
Philosophy of Education **
Philosophy of Teaching Mathematics **
Philosophy of Using Technology (Secondary – complete in MTH 410)
Philosophy of Diverse Learners (complete by checkpoint 3)
Current Resume **
Clinical Placements summary (updated, with field experience dates, diversity
interactions and technology usage listed) **
SECTION IIA – PEDAGOGY (Demonstrated competencies to teach mathematics)
Significant Artifacts for 11 MoSTEP Quality Indicators: A minimum of one
major – 2 or 3 minor – artifact(s) for each MoSTEP quality indicator,
reflecting at most 2 performance indicators (subcategories under each quality
indicator), and one cover sheet per quality indicator (even if more than one
artifact is provided) is required at checkpoint 3. A teacher work sample for
MoSTEP 1.2.9 (reflective practitioner) will be collected during student
teaching and is also required at checkpoint 3. At checkpoint 2, math-specific
artifacts for MoSTEP quality indicators 1.2.1, 1.2.4 and 1.2.8 are required
(assignments in MTH 409 are appropriate for these 3 quality indicators). At
least 6 of the Math Specialty Area quality indicators (see section II B) are
also required at checkpoint 2. **

SECTION IIB – MATHEMATICS (Demonstrated competencies to know/do math)
Significant Artifacts for 8 Math Specialty Areas: A minimum of one major –
2 or 3 minor – artifacts for each Math Specialty Area quality indicator,
reflecting at most 2 performance indicators (subcategories under each quality
indicator), and one cover sheet per quality indicator (even if more than one
artifact is provided) is required at checkpoint 3. At checkpoint 2, at least 6
of these 8 Math Specialty Area quality indicators are required. This makes a
total of 9 quality indicators be completed for checkpoint 2 in mathematics –
3 MoSTEP (section II A) and 6 Math Specialty Area (section II B). ** It is
also recommended that you complete all 8 Math Specialty Area quality
indicators prior to student teaching.
SECTION III - STUDENT SHOWCASE (Content varies)
SECTION IV - STUDENT TEACHING
Approved By
Final Evaluation Forms
Cooperating Teacher Evaluation Forms
University Supervisor Lesson Evaluation Forms
Other (time record sheets, MAP activities, …)
** completed for portfolio checkpoint 2 in mathematics methods course (MTH 409)

MATHEMATICS
ABOUT THIS ARTIFACT
Title of artifact: A Slice of : A Look at Its Expansion
Certification Area: Mathematics
Date this artifact was collected: October 31, 2000
Course or experience where artifact was developed: Senior Seminar—MTH 497
Competencies addressed by this artifact:
Specialty Area:
1. Mathematical Processes and Tools
Communicate mathematical ideas in writing and orally, using mathematical language and
symbols.
1.7 Understand the historical development of mathematics including the
contributions of underrepresented groups and diverse cultures.
CF:
2. Subject Matter
3. Reflective Skills
Reflective narrative—How this artifact meets the competencies above:
Since I am an education major, I wanted to explore a topic that I could later carry over
into my classroom. Pi is a number that is used throughout the high school mathematics
curriculum, but its origin is not discussed in detail. After researching the topic of Pi, I have
obtained useful information I can use in my classroom. In this paper, I communicated
mathematical ideas in writing and then summarized these ideas in an oral presentation to my
seminar class. A part of this artifact is a PowerPoint slideshow, which was very useful in
explaining the various aspects of Pi. Furthermore, I demonstrated an understanding of the
historical development of the number Pi and discussed several of the contributors who played a
role in discovering Pi. Finally, I gained expertise by using a computer to generate multiple
representations of my topic. I used a word processor and became proficient in its functions to
produce the artifact and developed my skills through the creation of a PowerPoint slideshow.
99

Student Name:
Title of the Artifact: Magic Square
MIDDLE SCHOOL MATHEMATICS
ARTIFACT COVER SHEET
Major/Certification Area: Middle School Math and History
Date this artifact was collected: Spring 2003
Course or experience where artifact was developed: Reading 479
Quality indicators addressed by this artifact—Include MoSTEP and Specialty Area Indicator(s)
as well as PEU CF Learner Outcome(s) as appropriate:
Specialty Area Indicators:
1. Mathematical Processes and Tools
1.2 Communicate mathematical ideas in writing and orally, using mathematical
language and symbols
5. Patterns, Functions, and Relationships
5.1 Identify and describe patterns and relations
Reflective narrative—How this artifact reflects performances specific to MoSTEP, PEU CF
Learner Outcomes and/or Specialty Area performance indicators as appropriate. What do I
know and what am I able to do?
A magic square is depicted as matching terms and definitions into a square that when
added up across or down is the exact same number. This is the magic number. A magic square
can be used within the mathematics classroom as well as used by many other disciplines. By
creating this magic square about mathematics the students have to use their knowledge of math
terminology and computation to complete the assignment. The students are in return using
mathematical language and symbols to complete the project. By using a magic square as an
activity, the students are building their knowledge of mathematical terms. The students may not
know all of the terminology, but by finding patterns and relations, can produce the magic square.
The students are also asked to create their own magic square, using terms and definitions from
their math text. The students are further expanding their knowledge of mathematics by creating
their own magic square. The students must also check their world by completing the magic
square to get the magic number. The magic square is reinforcing connections in mathematics.
Through finishing this assignment the students are writing, using mathematical language and
symbols, and recognizing patterns and relations.
100

Student Name:
Title of the Artifact: Unit Plan on Erosion
MIDDLE SCHOOL SCIENCE
ARTIFACT COVER SHEET
Major/Certification Area: Middle School Science Education
Date this artifact was collected: December 8, 2003
Course or experience where artifact was developed: SCI 414, ―Teaching of Middle and High
School Natural Science‖
Quality indicators addressed by this artifact:
Specialty Area Indicator: 6.6
6.6 Earth Processes and Interactions: Erosion
Reflective narrative:
This unit plan is evidence that I have a deep understanding of erosion. For
instance, there are four lesson plans, which each detail a different cause of erosion. The
four agents of erosion are water, wind, glaciers, and gravity. The first lesson I planned
has the students investigating water erosion using stream tables. By the conclusion of
this lesson, the students will understand that the running water in rivers and creeks erodes
the bottom and sides, which continually makes them deeper and wider. They will apply
their new understanding of water erosion to how the Grand Canyon was formed. My
next lesson focuses on how the moisture of sediment affects how much erosion the wind
can cause. The students will also learn how desert pavement is made and will understand
how much devastation wind erosion can cause by learning about how the Dust Bowl
affected farmers in Oklahoma’s panhandle. My next lesson focuses on how glaciers are
powerful agents of erosion and uses the analogy that compares glaciers to slow moving
bulldozers. Students will understand that glaciers form U-shaped valleys instead of Vshaped
valleys like rivers do because glaciers scrape and pluck away soil and rocks from
the sides just as much as the bottom, while young streams erode much more fro the
bottom than the sides. The next lesson, which focuses on erosion caused by gravity,
teaches children what mass movements are and helps them learn the difference between
the following mass movements: slumps, creeps, landslides, and mudslides. The last
lesson has students researching various ways to decrease erosion. The fact that I was able
to create this unit and its in-depth lessons shows that I understand erosion and can utilize
my understanding to create and find creative ways to teach it to students.
101

Modern and Classical Languages Portfolio Checkpoints
Checkpoint 1 and 2 completed before this step.
PORTFOLIO GUIDELINES to satisfy checkpoint 3 (all advisors in charge)
Clearly organized portfolio with index, taps, and summary statements. Clearly divided, enough indices to
easily navigate portfolio. If quantity of material is too great for one folder, place the MoSTEP 11 items in
one folder and your language materials in a second folder, clearly indicate the division in your index in the
main folder.
BS.Ed: Portfolios: http://education.missouristate.edu/peu/Student_Portfolios/
Teacher Education students in the Department of Modern and Classical Languages must include in their
professional preparation portfolio a section which demonstrates mastery in their specialty area. Students
collect materials they have produced in their respective language classes. The department provides a list
of suggested artifacts and the specialty area competencies they may address. The types of materials
included as artifacts may vary according to the individual student’s interests and experiences. The first
portfolio checkpoint takes place in the Introduction to Teacher Education course, SEC 302. The Teaching
Methods for Foreign Languages course, MCL 413, is the second portfolio checkpoint. In the Method
course, the process of assembling the students’ portfolios is continued and monitored by the instructor.
Students are required to write a reflective narrative detailing which national specialty area competencies
and performance standards are demonstrated by each artifact. The Methods instructor supervises and
evaluates the portfolios for additional required elements. After completion of the Methods course, the
student completes his/her student teaching practicum under the supervision of a designated content area
instructor in the department. The third portfolio checkpoint follows the student teaching experience and is
performed by the departmental portfolio committee comprised of (2) faculty members in the student’s
specialty area and/or the department head.
RUBRICS:
SECTION 1:
Educational Philosophy
o Philosophy of teaching Frn, Grm, Spn,
o Philosophy of using technology
o Philosophy of diverse learners
Resume
Clinical Placements
SECTION III – STUDENT SHOWCASE (content
varies)
SECTION II A – PEDAGOGY
MoStep Matrix Table of Contents
Major Artifacts (1-15)*
SECTION II B – SECONDARY FRN, GRM, SPN
Specialty Area Matrix Table of Contents
Major Artifacts (1-10)*
*The student, in consultation with advisor, determines the
number of artifacts. An artifact can meet several criteria, ,which
student will address in her/his reflective statement.
SECTION IV – STUDENT TEACHING
Final Evaluation Form
Cooperative Teacher Evaluation Forms
University Supervisor Lesson Evaluation Forms
Other (time record sheets, MAP activities etc.
Completion of the four sections above constitutes the minimum quantitative expectation to be included in
your portfolio. The reflection section of the coversheet is of utmost importance. If the title of the artifact
does not clearly describe its contents, please do so by including what it is and then indicate why or how it
might be used to demonstrate a (or several) particular competency (ies). Indicate the significance and
importance of the knowledge you and or your students gained as well as your ability to critique
information thus deciding whether the information is useful and valid in meeting the quality indicator(s).
Your writing should indicate the ability to analyze information, to synthesize, and to put the insights you
gained into a larger framework.
102

Portfolio Checkpoints in Music Education Program
Checkpoint/Requirements
Checkpoint One
Portfolio Link Portfolio Section Course
Picture Picture Introduction MUS 148
Statement of Introduction Introduction MUS 148
Conceptual Framework Reflection Showcase Showcase MUS 148
Initial Philosophy of Education and
Music Education
Philosophy Introduction MUS 148
Observation Reports and Clinical Log Create Clinical Log
Entry
Introduction MUS 148
Resume (Initial) Resume Introduction MUS 148
Reflections, Log and Evaluations Create Clinical Log Introduction and MUS 200
from 30-hour Practicum
Entry/Evaluation Evaluation
Unit Plan Showcase Showcase MUS 200
Assessment Project
Checkpoint Two
Showcase Showcase MUS 200
Reflections, Log and Evaluation from Create Clinical Log Introduction and MUS 340
Practicum
Entry/Evaluation Evaluation
Classroom Management Plan Showcase Showcase MUS 430
Assessment Plan Showcase Showcase MUS 430
Curricular Planning Assignment Music K-12.7 Professional MUS 430
(Synthesis)
Practice
Creativity Teaching Artifact (e.g.
Lesson Plan, Video Excerpt,
Assessment Summary, etc.)
Music K-12.3
(Composition,
Improvisation, &
Arrangement)
Professional
Practice
Powerpoint Lesson Plan Music K-12.6 Professional
Practice
Reflections, Log and Evaluation from Create Clinical Log Introduction and
Practicum
Entry/Evaluation Evaluation
Long-Term Planning Project Music K-12.8 Professional
(Professional
Practices)
Practice
Aural Skills and Analysis Teaching Music K-12.2 (Aural Professional
Artifact (e.g. Lesson Plan, Video
Excerpt, Assessment Summary, etc.)
Skills and Analysis) Practice
Music History Teaching Artifact (e.g. Music K-12.5 Professional
Lesson Plan, Video Excerpt,
(History &
Practice
Assessment Summary, etc.)
Repertory)
Video Recording and Reflection on
Conducting Excerpt
Music K-12.4
(Conducting)
Professional
Practice
MUS 305 or
430 or 410
or 411
MUS 430
MUS 430
MUS 410 or
411
MUS 410 or
411
MUS 410 or
411
MUS 322 or
MUS 410 OR
MUS 323 or
411
103

Checkpoint/Requirements Portfolio Link Portfolio Section Course
Reflections, Log and Evaluation from Create Clinical Log Introduction and MUS 410 or
Practicum
Entry/Evaluation Evaluation
411
Score Unit Plan (Mid range Planning) Music K-12.9 (Vocal) Professional MUS 410 or
Checkpoint Three
or Music K-12.10
(Instrumental)
Practice
411
Video Recording and Reflection on Music K-12.1 Professional MUS 498
Senior Recital
Practice
Teacher Work Sample Showcase Showcase MUS 488
Reflections, Final Time-Log from Create Clinical Log Introduction and MUS 494
Block 1
Entry/Evaluation Evaluation
Reflections, Final Time-Log from Create Clinical Log Introduction and MUS 496
Block 2
Entry/Evaluation Evaluation
Self-Evaluation from Block One Evaluation Evaluation MUS 494
Self-Evaluation from Block Two Evaluation Evaluation MUS 496
Final Evaluations from Cooperating Evaluation Evaluation MUS 494 and
Teacher
496
104

Student Name:
Major/Certification Area:
Title of the Artifact:
Diane Thomson
Date this artifact was collected:
ARTIFACT COVER SHEET
ABOUT THIS ARTIFACT
Bachelor of Music Education
Rosin Rap – Long Term Planning Activity
September 15, 2008 to Present
Course or experience where artifact was developed:
Student Teaching – MUS 494
Quality indicators addressed by this artifact - Include MoSTEP and Specialty Area Indicator(s)
as well as PEU CF Learner Outcome(s) as appropriate:
MoSTEP 1.2.4.1 The pre-service teacher selects and creates learning experiences that are
appropriate for curriculum goals, relevant to learners, and based upon principles of effective
instruction;
MoSTEP 1.2.4.2 The pre-service teacher creates lessons and activities that recognize individual
needs of diverse learners and variations in learning styles and performance
MoSTEP 1.2.4.3 The pre-service teacher evaluates plans relative to long- and short-term goals
and adjusts them to meet student needs and to enhance learning.
Reflective narrative – How this artifact reflects performances specific to MoSTEP, PEU CF
Learner Outcomes and/or Specialty Area performance indicators as appropriate. What do I know
and what am I able to do? (attach second page if necessary)
The artifact that I have chosen for this standard is a composition activity that I invented for my
6 th grade orchestra classes. The artifact was inspired by a bow exercise from the students’ text.
I recognized the need to further study this concept but to do so in a new way, so I challenged
the students to compose their own classroom “rosin rap.” I saw this as an opportunity for the
students to have a hands-on learning experience that relied upon student input to reinforce a
previously introduced concept. The activity was structured with specific parameters and every
student contributed to the composition. This artifact shows my ability to combine several
learning styles into one lesson, and it encouraged critical thinking and decision making by
every student. Students were engaged throughout the lesson, and many demonstrated active
involvement that I had not previously observed. This artifact accomplished my short-term goal
of teaching bowings; however, I plan to add to these compositions in the coming weeks as I
introduce new musical concepts. Doing so allows the students to make connections between
their musical foundations and new knowledge while continuing to foster creativity and
teamwork. This artifact represents an activity that lends itself to flexibility and will allow me to
incorporate any new musical concepts or review foundational knowledge as a means of
enhancing student learning. By the end of this block, the students will be able to perform their
composition, and they will have met several national standards and curriculum goals in the
process. Finally, this activity can be easily adapted to individual classes of students, and I will
be able to employ these ideas in my future orchestra classroom.
Instructor Signature: _______________________________ Date: _________________
Instructor Comments and Recommendations:
(Note that signatures are optional. Cover Sheets may be scanned to facilitate the electronic format.)
105

Requirements
Students must earn at least a B on an assignment to use it as a portfolio artifact.
Artifacts without grade information will be assessed and must meet the same criteria.
Portfolios must include 80 documented hours of practicum experiences and evaluations of those
practicum experiences.
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CHECKPOINT II
Portfolio Artifact and Coversheet Rubric
Artifact Insufficient Evidence Not Yet Meeting
Meets Standard
Appropriateness
Standard
Artifact is not appropriate for the standard(s), does not open, or is not present. Artifact opens and is
appropriate for the standard
or at least one standard
among the set of standards
to which it is linked.
Coversheet--Reflection
Artifact Description Description does not refer to the linked
Description provides Description provides detail
standard(s).
information on this/these on the artifact and fully
linked standard(s) and clarifies how this artifact
relates the artifact to the meets this/these linked
respective standard(s) but
how the artifact meets the
standard(s) is not
standard(s).
Knowledge Base Description does not provide information on the
completely clarified.
Description provides Description provides detail
knowledge base used.
information on the
on the knowledge base used
knowledge base used. and the decision-making
involved in developing the
artifact.
Impact on Student
Learning
Description provides no information on how the
knowledge and/or skills gained through
Description provides some
information on how the
Description provides detail
on how the knowledge
developing the artifact will impact their future knowledge and/or skills and/or skills gained through
teaching.
gained through developing developing the artifact will
the artifact will impact their impact their future
Future Intentions Description provides no information on future
future teaching
Description provides some
teaching.
Description provides detail
intentions to improve the knowledge/skills information on future on future intentions to
related to this standard.
intentions to improve the improve the
knowledge/skills related to knowledge/skills related to
this standard.
this standard.
Consistent with Description is not consistent with ethical and/or professional practice in K-12 Description is consistent
Professional
Standards
music education.
with ethical and
professional practice in K-
12 music education.
107

Diversity Categories
of diversity
are not
identified.
Technology Types of
technology
are not
identified.
Insufficient Evidence Meets Expectation Commendable
Categories of
diversity are
identified. The
narrative
description is quite
brief or standard
narrative writing
conventions are
not used.
Types of
technology
observed and used
are identified on
form. The
narrative
description is quite
brief or standard
narrative writing
conventions are
not used.
Public Affairs The narrative description is quite
brief or standard narrative writing
conventions are not used.
Categories of
diversity are
identified on form.
A narrative
description of the
diverse nature of the
class encountered is
primarily focused on
learner ability
and/or behavior.
Types of technology
observed and used
are identified on
form. The narrative
description might
not specify the
hardware and
software
applications used in
the classroom or
describe how the
technology was used
in the classroom.
Description
addresses the public
affairs mission but
examples or
supporting details
are missing or
unclear.
Categories of
diversity are
identified on form. A
narrative description
of the classes
encountered
emphasizes the mix
and range of
diversity but may be
lacking in detail.
Interactions and
modifications may be
lacking in supporting
detail. Reflection
may be lacking in
depth and supporting
details.
Types of technology
observed and used
are identified on
form. A narrative
description details
the specific hardware
and software
applications used in
the classroom as well
as how the
technology was used
in the classroom (e.g.
prepare classroom
materials,
presentation tool,
interaction in
classroom).
Description provides
examples of lessons
or activities during
the practicum that
highlighted the
public affairs mission
(e.g. citizenship
roles, community
activity).
Categories of diversity
encountered are
identified on form. A
narrative description of
the classes encountered
emphasizes the mix and
range of diversity,
including but not limited
to the range of gender,
racial, ethnic,
socioeconomic,
religious, language
special needs and ability
levels present.
Interactions and
modifications used by
cooperating and
preservice to support the
learning needs of
specific learners are
described. Thoughtful
reflection is provided on
addressing the needs of
diversity in the
classroom.
Types of technology
observed and used are
identified on form. A
narrative description
details the specific
hardware and software
applications used in the
classroom as well as
how the technology was
used in the classroom
(e.g. prepare classroom
materials, presentation
tool, interaction in
classroom). Thoughtful
reflection is provided on
the use of technology in
the classroom.
Description provides
examples of lessons or
activities during the
practicum that
highlighted the public
affairs mission (e.g.
citizenship roles,
community activity).
Thoughtful reflection is
provided on the public
affairs mission.
108

Science Education Portfolios
The portfolio is a collection of your work that demonstrates both
knowledge and skills:
1) Your knowledge of science content and what science is
2) Your knowledge of teaching and learning
3) Your skills in the processes of science
4) Your skills in planning for teaching
5) Your skills in the practice of teaching
During your Science Education courses (SCI 214, 314, 414 and
505), you will be directed to compile a set of documents that
illustrate your competencies as a scientist and a teacher.
***It is your responsibility to save graded assignments from your
science courses. Appropriate assignments include laboratory
reports, homework assignments, research papers and any other
document that shows your skill as a scientist.
109

ARTIFACT COVER SHEET TEMPLATE
Guidelines for Secondary Social Studies
Title of artifact: Put in title of artifact
Date this artifact was collected: Semester/Month, Year
Course or experience where artifact was developed: Course # and Title
Mo-STEP Quality Indicators: List # AND type in the words of the quality indicator (1 per coversheet);
list related performance indicator #’s(at least 1)
Specialty Area Quality Indicators: List # AND type in the words of the quality indicator (1 per
coversheet); list related performance indicator #’s (at least 1)
Conceptual Framework: List #’s and topic names (up to 3)
NCSS: List #’s and theme titles (up to 3)
Reflective Narrative – How this artifact meets the competencies listed above:
Description – give a descriptive statement. (Convey an image of what the artifact entails. What
is it? What is its content? How and when did you use it?)
Significance – why does the artifact have meaning or an influence to you? (Explain the
significant learning experience and why it is important to you as a teacher –i.e. the educational
environment, or to your students.)
Justification – why is this artifact worthy of selection? (Explain how it demonstrates the
performance indicator(s).) Write separate justification paragraphs for Mo-STEP and Specialty
Area Quality Indicators. Make certain to tie in CF outcomes and NCSS themes as applicable.
Below are beginning statements for justification paragraphs for MO-STEP and Specialty Area
indicators:
“This artifact aligns with Mo-STEP Quality Indicator #__________ because it demonstrates
performance indicator(s) # _______ that state _______________________________ in the
following manner _________________…”
“This artifact aligns with Specialty Area Quality Indicator #__________ because it demonstrates
performance indicator(s) # _______ that state _______________________________ in the
following manner _________________…”
110

ARTIFACT COVERSHEET SAMPLE
SOCIAL STUDIES
Title of Artifact: History of the American West: Conflict and the Plains Wars
Date this Artifact was collected: Fall 2007
Course or experience where artifact was developed: HST 420 Supervised Student Teaching
Mo-STEP Quality Indicators: 1.2.1.3 The preservice teacher uses students’ prior knowledge
Specialty Area Quality Indicators: 7.3 Understanding how interactions between individuals, institutions,
groups, and cultures
Conceptual Framework: 6 Professional Skills, 8 Dispositions
NCSS: 5 Individuals, Groups, and Institutions, 8 Science, Technology, and Society
Reflective Narrative ---How this artifact meets the competencies above:
Description
This artifact is a lesson plan that I used in my History of the American West class during student
teaching. The lesson deals with the conflict between the Native Americans and the United States
army and government beginning in the 1860s through the 1890s. The lesson plan includes
multiple approaches to the subject matter. This artifact also explores the cultural side of the
conflict and the misunderstanding and miscommunication between the two groups.
Significance
This artifact is significant because it demonstrates my ability and competency as a future
educator. It reflects my ability to plan effectively for my class. This artifact also demonstrates
my ability to activate students’ prior knowledge so that the assimilation of new ideas is a more
rewarding process for the students. It also shows my ability to incorporate effective reading
strategies into my lessons so that there is greater comprehension of the material that is read
during class time.
Justification
This artifact aligns with Mo-Step Quality Indicator 1.2.1 because it demonstrates performance
indicator 1.2.1.3 that states the preservice teacher uses students’ prior knowledge in the
following manner: it uses a reading strategy called a Knowledge Rating Chart (KWL Chart) that
activates students prior knowledge before reading the material. This artifact demonstrates that
during class the students pulled out their prior knowledge over the conflict between the Native
Americans and the United States Army. The students brainstormed their prior knowledge and
filled out the “K” side of the chart stating what they already know. Students then asked
themselves questions they might have about the conflict and put their thoughts under the “W”
column for what they want to know. Students then read the material, adding new ideas to their
prior knowledge to aid in comprehension of the reading. Students then reflected in the “L”
column about what they learned and added to their prior knowledge. This demonstrates in detail
how I activated and used the students’ prior knowledge over the conflict on the Plains in this
artifact. This artifact also demonstrated CF 6 Professional Skills by showing my ability to
implement skills and teaching strategies to aid in students’ development and comprehension. I
111

ARTIFACT COVERSHEET SAMPLE
SOCIAL STUDIES
introduced the students to the material by using a photo analysis activity to get them motivated
and interested in the material. I walked the students through the photo analysis sheet because it
was the first time we used the activity. We did it as a class so that next time we use the photo
analysis sheet during a lesson, students will know the exact way to analyze a photo and know
what is an acceptable answer because it is all based on their own interpretation. The artifact also
demonstrated my professional skills by implementing a reading strategy activity that was
appropriate for the context when students were reading a packet over the Plains Wars. It also
demonstrates CF 8 Dispositions as it demonstrates my ability to incorporate strategies for
learning into my lesson that students can take into other areas of their life. In a Professional
Development meeting two weeks ago, the history teachers gathered where we examined how
students need to be taught strategies for reading and comprehending material in class. I decided
to incorporate the KWL strategy, which not only can be used in everyday life, but also can be
incorporated into other subject areas. It also aided in activating prior knowledge and requiring
students to think critically. It demonstrated how I implement higher order thinking and use what
I have learned in professional development in my classroom to improve the learning
environment and make learning more student-centered.
This artifact aligns with Specialty Area Indicator 7 because it demonstrates performance
indicator 7.3 that states understanding interactions between individuals, institutions, groups, and
cultures in the following manner: it examined the interaction between the Native Americans and
the United States government and army. Students looked at the causes of the conflict between the
two groups, the difference in culture between the two groups, and then specific individuals like
Sitting Bull and General Custer and how they were influenced and involved in the conflict.
Students looked at the misunderstandings between the two groups in the area of culture. Students
looked at the interaction of trade, and how this influenced the Native American culture. This
artifact demonstrates NCSS #5 as this lesson examined the impact the United States government
and the army had on the Native American way of life. Students examined the impact of the
destruction of buffalo and how this aided in the demise of Native American life. Students looked
at the reservations systems and the line of treaties signed between the U.S. government and
specific Native American Tribes on the Plains. Students examined the miscommunication in
these areas of culture and beliefs and how this led to conflict between the two groups. Students
looked at the impact the government institution had on the Native American way of life. Students
examined the organization of Native American way of life and the commonalities of Native
Americans on the Plains. This artifact also conveys NCSS #8 Science, Tools, and Technology by
having students analyze how weapons were continually improving in the United States and the
impact of artillery from the U.S. Army on the battles with Native American nations. Students
looked at the impact of the rifle or revolver on warfare and how Native Americans traded their
furs for guns and ammunitions with the French and the British.
112

SPEECH & THEATRE PROFESSIONAL PORTFOLIO REQUIREMENTS
CHECKPOINT 1: SEC 302
Section I
Introduction
Professional Resume’
Clinical Placements Log initiated to include initial field experiences and outcomes
(reflective narratives). Include practicum, diversity and technology statements.
An initial artifact and artifact cover sheet as required by your program to meet MoSTEP
quality indicators, the Missouri State University PEU Conceptual Framework
outcomes, and subject area competencies.
Optional: Students are strongly encouraged to add showcase items
Portfolio Checkpoint 2: Special Methods Course: Teaching of Speech and Theatre
Updated items from Checkpoint 1: introduction, resume’, and clinical placements log
Educational Philosophy incorporating the teaching of speech and theatre
Additional artifacts and artifact cover sheets for a minimum of 20 to meet all MoSTEP
Quality Indicators, MSU PEU Conceptual Framework Outcomes, Specialty Area: Speech
Quality Indicators and Specialty Area: Theatre/Drama Quality Indicators
Optional: Students are strongly encouraged to add showcase items
Write out the number and complete MoSTEP Quality Indicator(s), Subject Area Quality Indicator(s)
with all Performance Indicator(s) listed, and list with number and title any of the following that are
addressed: PEU Conceptual Framework General Learning Outcome(s) number(s) National
Standard(s) for Theatre Arts Education and the National Communication Standards for Speaking,
Listening and Media Literacy. No more than two Quality Indicators may be cross referenced.
Indicate main Standard(s) being addressed with an asterisk.
Section IIA Pedagogy
MoSTEP (Missouri Standards for Teachers Education Program) Table of Contents
PEU Conceptual Framework General Learning Outcomes Table of Contents
6 minimum required: Artifacts with reflection addressing all MoSTEP Quality
Indicators 1.2.1 through 1.2.11 and all Conceptual Framework General Learning
Outcomes 1 through 10.
Optional: Students are strongly encouraged to add showcase items
Section IIB – Speech
MoSTEP (Speech) Table of Contents
National Communication Association Standards for Speaking, Listening and Media
Literacy Table of Contents with at least 1 standard from each section addressed for a
minimum of 5
Speech Specialty Area Artifacts with reflections: 7 minimum required
Section IIC – Theatre
MoSTEP (Theatre/Drama) Table of Contents
National Standards for Theatre Arts Education (9-12) Table of Contents with at least 6
standards addressed
Theatre/Drama Specialty Area Artifacts with reflections: 7 minimum required
Fall 2007
113

Portfolio Checkpoint 3: Supervised Student Teaching
Artifacts may be required and reviewed by the specialty area faculty, University Student Teaching
Supervisor and cooperating teacher. A summary of expected content follows.
Updated items from Checkpoint 1: introduction, resume’, and clinical placements log
Updated items from Checkpoint 2: Educational Philosophy incorporating the teaching
of speech and theatre and all required artifacts
Three additional exemplary artifacts and artifact cover sheets from student teaching
addressing MoSTEP Quality Indicators
note: any indicated weak areas from Checkpoint 2 must be addressed
Student Teaching Evaluations
At least one showcase item from either student teaching or previously developed
Completion of the five sections above constitutes the minimum quantitative expectation to be
included in your portfolio. Artifacts that represent attainment of each of the MoSTEP Quality
Indicators, Professional Education Unit Conceptual Framework and Specialty Areas’ Quality
Indicators should be included by the end of Student Teaching.
Minimum Professional Portfolio requirements before Student Teaching:
Section I completed and Portfolio Checkpoint electronically signed by SEC 302 instructor
verifying student has met the criteria
Section II completed and Portfolio Record Form electronically signed by COM 417 or THE 417
instructor verifying student has met the criteria during the Fall Special Methods course for
Spring Student Teaching or by mid- spring semester for Fall Student Teaching.
Note: Do not indicate more than 2 Quality Indicators per artifact. Decide and align only to
strongest area(s) addressed.
Websites:
Portfolio links:
http://education.missouristate.edu/peu/
Student Portfolios
Speech and Theatre program links:
http://education.missouristate.edu/peu/
PEU – Professional Education Unit
Accreditation
5. MoSTEP Program Information
Speech & Theatre
114

SPEECH AND THEATRE
ABOUT THIS ARTIFACT:
Student Name: ____________________________________
Major/Certification Area: Speech and Theatre Education
Title of artifact: Production Book
Date this artifact was collected: Fall 2003
Course or experience where artifact was developed:
THE 530 Directing II
Quality Indicators addressed by this artifact – Include MoSTEP, PEU CF Learner Outcome
and/or Specialty Area Indicator(s) as appropriate:
*MoSTEP 1.2.6.1, 2) The preservice teacher uses an understanding of individual and group
motivation and behavior to create a learning environment that encourages positive social interaction,
active engagement in learning, and self-motivation.
CF 2 Subject Matter, 4 Reflective Skills
*Theatre S.A. 3. 1,2,3,4,5,6 Process and Performance Skills
Theatre S.A. 4. 2,3 Aesthetics
National Communication Standard 7 Creating meaning
National Theatre Standard 3 Designing and producing
National Theatre Standard 4 Directing
Reflective narrative – How this artifact reflects performances specific to MoSTEP, PEU CF
Learner Outcomes and/or Specialty Area performance indicators as appropriate. What do I
know and what am I able to do?
My Production Book artifact was developed over a semester in an advanced directing course
culminating with a public performance. During this journey I analyzed the text for characterization to
be used for casting and later guiding my actors to full realization of the vision for the show. I was able
to design technical aspects for the production space utilized which is similar to situations I will likely
face teaching high school. My greatest challenge was the rehearsal process working with diverse
individuals. I was able to continually evaluate each rehearsal and make adjustment to better serve the
needs of my actors. Sometimes this adjustment was necessary during the rehearsal in the same way I
will be constantly evaluating my own teaching. My directing journal, rehearsal exercise reflections,
and the feedback received demonstrates I able to create a positive environment where my students will
grow and flourish.
Instructor Signature:___________________________ Date:__________________
Instructor Comments and Recommendations:
*indicates main quality indicator(s) alignment
115

THE SHOW-ME STANDARDS
(PUBLIC SCHOOLS K-12 DESE STANDARDS)
For information regarding FRAMEWORKS
and GRADE-LEVEL EXPECTATIONS please visit http://dese.mo.gov
GOAL 1: Students in Missouri public schools will acquire the knowledge and skills to gather,
analyze and apply information and ideas.
Students will demonstrate within and integrate across all content areas the ability to
1. develop questions and ideas to initiate and refine research.
2. conduct research to answer questions and evaluate information and ideas.
3. design and conduct field and laboratory investigations to study nature and society.
4. use technological tools and other resources to locate, select and organize information.
5. comprehend and evaluate written, visual and oral presentations and works.
6. discover and evaluate written, visual and oral presentations and works.
7. evaluate the accuracy of information and the reliability of its sources.
8. organize data, information and ideas into useful forms (including charts, graphs, outlines) for
analysis or presentation.
9. identify, analyze and compare the institutions, traditions and art forms of past and present
societies.
10. apply acquired information, ideas and skills to different contexts as students, workers,
citizens and consumers.
GOAL 2: Students in Missouri public schools will acquire the knowledge and skills to
communicate effectively within and beyond the classroom.
Students will demonstrate within and integrate across all content areas the ability to
1. plan and make written, oral and visual presentations for a variety of purposes and audiences.
2. review and revise communications to improve accuracy and clarity.
3. exchange information, questions and ideas while recognizing the perspectives of others.
4. present perceptions and ideas regarding works of the arts, humanities and sciences.
5. perform or produce works in the fine and practical arts.
6. apply communication techniques to the job search and to the workplace.
7. use technological tools to exchange information and ideas.
GOAL 3: Students in Missouri public schools will acquire the knowledge and skills to
recognize and solve problems.
Students will demonstrate within and integrate across all content areas the ability to
1. identify problems and define their scope and elements.
2. develop and apply strategies based on ways others have prevented or solved problems.
3. develop and apply strategies based on one’s own experience in preventing or solving
problems.
4. evaluate the processes used in recognizing and solving problems.
5. reason inductively from a set of specific facts and deductively from general premises.
116

6. examine problems and proposed solutions from multiple perspectives.
7. evaluate the extent to which a strategy addresses the problem.
8. assess costs, benefits and other consequences of proposed solutions.
GOAL 4: Students in Missouri public schools will acquire the knowledge and skills to make
decisions and act as responsible members of society.
Students will demonstrate within and integrate across all content areas the ability to
1. explain reasoning and identify information used to support decisions.
2. understand and apply the rights and responsibilities of citizenship in Missouri and the United
States.
3. analyze the duties and responsibilities of individuals in societies.
4. recognize and practice honesty and integrity in academic work and in the workplace.
5. develop, monitor and revise plans of action to meet deadlines and accomplish goals.
6. identify tasks that require a coordinated effort and work with others to complete those tasks.
7. identify and apply practices that preserve and enhance the safety and health of self and others.
8. explore, prepare for and seek educational and job opportunities.
OVERVIEW OF KNOWLEDGE STANDARDS
Missouri students must build a solid foundation of factual knowledge and basic skills in the
traditional content areas. The statements listed here represent such a foundation in reading,
writing, mathematics, world and American history, forms of government, geography, science,
health/physical education and the fine arts. This foundation of knowledge and skills would also
be incorporated into courses in vocational education and practical arts. Students would acquire
this knowledge base at various grade levels and through various courses of study. Each grade
level and each course sequence would build on the knowledge base acquired at previous grade
level or in a previous course.
These concepts and areas of study are indeed significant to success in school and in the
workplace. However, they are neither inclusive nor are they likely to remain the same over the
years. We live in an age in which ―knowledge‖ grows at an ever-increasing rate, and our
expiations for students must keep up with that expanding knowledge base.
Combining what students must know and what they must be able to do may require teachers and
districts to adapt their curriculum. To assist districts in this effort, teachers from across the state
are developing curriculum frameworks in each of the content areas. These frameworks show
how others might balance concepts and abilities for students at the elementary, middle and
secondary levels. These models, however, are only resources. Missouri law assures local
control of education. Each district has the authority to determine the content of its curriculum,
how it will be organized and how it will be presented.
117

FINE ARTS
In Fine Arts, students in Missouri public schools will acquire a solid foundation which includes
knowledge of
1. process and techniques for the production, exhibition or performance of one or more of the
visual or performance arts.
2. the principles and elements of different art forms.
3. the vocabulary to explain perceptions about and evaluations of works in dance, music, theater
and visual arts.
4. interrelationships of visual and performing arts and the relationships of the arts to other
disciplines.
5. visual and performing arts in historical and cultural contexts.
COMMUNICATION ARTS
In Communication Arts, students in Missouri public schools will acquire a solid foundation
which includes knowledge of and proficiency in
1. speaking and writing standard English (including grammar, usage, punctuation, spelling,
capitalization).
2. reading and evaluating fiction, poetry and drama.
3. reading and evaluating nonfiction works and material (such as biographies, newspapers,
technical manuals).
4. writing formally (such as reports, narratives, essays) and informally (such as outlines, notes).
5. comprehending and evaluating the content and artistic aspects of oral and visual presentations
(such as story-telling, debates, lectures, multi-media productions).
6. participating in formal and informal presentations and discussions of issues and ideas.
7. identifying and evaluating relationships between language and culture.
For more information see the following website:
http://dese.mo.gov/divimprove/curriculum/GLE/FINAL-CA_GLE_10.18.04.pdf
SOCIAL STUDIES
In Social Studies, students in Missouri public schools will acquire a solid foundation which
includes knowledge of
1. principles expressed in the documents shaping constitutional democracy in the United States.
118

2. continuity and change in the history of Missouri, the United States and the world.
3. principles and processes of governance systems.
4. economic concepts (including productivity and the market system) and principles (including
the laws of supply and demand)
5. the major elements of geographical study and analysis (such as location, place, movement,
regions) and their relationships to changes in society and environment.
6. relationships of the individual and groups to institutions and cultural traditions.
7. the use of tools of social science inquiry (such as surveys, statistics, maps, documents).
For more information see the following website:
http://dese.mo.gov/divimprove/curriculum/GLE/SSGLE10.20.04.pdf
SCIENCE
In Science, students in Missouri public schools will acquire a solid foundation which includes
knowledge of
1. properties and principles of matter and energy.
2. properties and principles of force and motion.
3. characteristics and interactions of living organisms.
4. changes in ecosystems and interactions of organisms with their environments.
5. processes (such as plate movement, water cycle, air flow) and interactions of earth’s
biosphere, atmosphere, lithosphere and hydrosphere.
6. composition and structure of the universe and the motions of the objects within it.
7. processes of scientific inquiry (such as formulating and testing hypotheses).
8. impact of science, technology and human activity on resources and the environment.
For more information see the following website:
http://dese.mo.gov/divimprove/curriculum/GLE/sci/index.html
MATHEMATICS
In Mathematics, students in Missouri public schools will acquire a solid foundation which
includes knowledge of
119

1. addition, subtraction, multiplication and division; other number sense, including numeration
and estimation; and the application of these operations and concepts in the workplace and other
situations.
2. geometric and spatial sense involving measurement (including length, area, volume),
trigonometry, and similarity and transformations of shapes.
3. data analysis, probability and statistics.
4. patterns and relationships within and among functions and algebraic, geometric and
trigonometric concepts.
5. mathematical systems (including real numbers, whole numbers, integers, fractions),
geometry, and number theory (including primes, factors, multiples).
6. discrete mathematics (such as graph theory, counting techniques, matrices).
For more information see the following website:
http://dese.mo.gov/divimprove/curriculum/GLE/MathFinalGLE_3.2.04.pdf
HEALTH/PHYSICAL EDUCATION
In Health/Physical Education, students in Missouri public schools will acquire a solid
foundation which includes knowledge of
1. structures of, functions of, and relationships among human body systems.
2. principles and practices of physical and mental health (such as personal health habits,
nutrition, stress management).
3. diseases and methods for prevention, treatment and control.
4. principles of movement and physical fitness.
5. methods used to assess health, reduce risk factors, and avoid high risk behaviors (such as
violence, tobacco, alcohol and other drug use).
6. consumer health issues (such as the effects of mass media and technologies on safety and
health).
7. responses to emergency situations.
120

CBASE COURSE REPLACEMENT OPTION FOR ADMISSION TO TEACHER EDUCATION
(Effective Fall 2009)
Prior to 1 st Attempt:
Attend test-taking strategy workshop
Obtain study guide suggestions available in Hill Hall 202
Admission to Teacher Education IF …
265 > on all five components of CBASE
2.50 combined GPA, at least 7/18/06 30 completed hours
ACT score on file if required by DESE
COM 115 with C >
EDC 150 (or SFR 250) with C >
ELE 302, SEC 302, SPE 310 or prog. equivalent with C >
Passed first portfolio checkpoint if required by program
Highway Patrol background check
Approval of the Professional Education Committee
3rd CBASE Attempt
(If failed one CBASE section with a score of 235 to 264)
Prior to 3rd attempt:
Meet with advisor to discuss enrollment in General
Education coursework necessary to pass failed sections
Four of five sections must have a score of 265. Any
section with a score between 235 & 264 must be attempted
a third time to qualify for a Course Replacement Option.
COURSE REPLACEMENT OPTION
(If failed one CBASE section with a score of 235 to 264 on 3rd attempt)
Admission to Teacher Education only after completion of one
additional course
IF
265 or above on 4 of 5 CBASE sections and 235 to 264 on failed
section
2.50 combined GPA
required General Education coursework associated with missed section
of the CBASE is completed before any additional coursework is taken
to replace the CBASE score
additional pre-approved course is completed with B or higher
contractual agreement approved by the PEC Exceptions and
Compliance Committee prior to student taking the course
the Course Replacement Option is not in the student’s declared major
content areas
student may not enroll in professional education courses
while completing the approved Course Replacement Option.
NOTE: There are no exceptions to the combined 2.50 GPA requirement for enrollment in professional education courses.
Extensions to continue taking professional education courses beyond ELE 302 and SEC 302 will not be allowed, (exceptions: IMT 365,
RDG 318, SPE 310, PSY 360). Satisfactorily completed contracts are signed by the Exceptions and Compliance Committee chair, the
Department Head of major or Director of Secondary Education, then forwarded to the Exceptions and Compliance Committee. Specific
programs may have additional admission requirements.
121

CBASE Course Replacement Option for Admission to the Teacher Education Program
(Effective Fall 2009)
ONE-SEMESTER STUDENT CONTRACT
Name: Major: ACT Score: .
ID#: Total hrs completed: Combined GPA:___________.
Local/mailing address:______________________________________ Local Phone:_______________
Street Address/Apt # State Zip code
Date:______________________ For (fall/spring/summer) semester 20 .
Student will not be admitted into the Teacher Education Program or course work that requires admit to
teacher education until the contract is fulfilled.
CBASE Information: (No score below 235 can be replaced by an appropriate additional general education course.)
Scores Received Preparation Advisor's
Attempt Date English Writing Math Science Soc.St. Describe (Review,Wksp,Pretest) Initials Date
1 ________ _______ ______ ______ ______ _______ ___________________________ _______ ____
2 ________ _______ ______ ______ ______ _______ ___________________________ _______ ____
3 ________ _______ ______ ______ ______ _______ ___________________________ _______ ____
4 ________ _______ ______ ______ ______ _______ ___________________________ _______ ____
5 ________ _______ ______ ______ ______ _______ ___________________________ _______ ____
Required General Education Courses: (Must be taken before an additional course substitutes for a deficient CBASE score)
Student's
Course Sem. Year Grade Comments Initials Date
Writing _____________________ _______ _____ _____ __________________ _______ ____
(Writing I & II) _____________________ _______ _____ _____ __________________ _______ ____
Mathematics _____________________ _______ _____ _____ __________________ _______ ____
(MTH 130 or higher) _____________________ _______ _____ _____ __________________ _______ ____
Science _____________________ _______ _____ _____ __________________ _______ ____
(BIO/BMS & Physical) _____________________ _______ _____ _____ __________________ _______ ____
Social Studies _____________________ _______ _____ _____ __________________ _______ ____
(HST121/2 & PLS101) _____________________ _______ _____ _____ __________________ _______ ____
Additional Course to Replace a Deficient CBase Score: (Appropriate courses have been identified & are expected.)
CBASE Section Advisor's
Course Sem. Year Grade Replaced/265 Score Initials Date
1 st Replacement _____________________ _______ _____ _____ __________________ _______ ____
____ Check here if you received 265 on the CBase section for which this contract was written.
Required Signatures to Approve This Contract: Required Signatures to Fulfill This Contract:
I request permission to use mastery (B grade or higher) of the I certify that all information and signatures on this contract are
additional general education course(s) listed above to replace accurate. I further request that this contract be forwarded to
my noted deficient CBASE score(s). the Exceptions and Compliance Committee for review.
_______________________________________________
Student Name Date
I approve: I approve:
_______________________________________________ ________________________________________________
Advisor Signature Date Exceptions and Compliance Committee Date
_______________________________________________ ________________________________________________
Exceptions and Compliance Committee Date Sec. Ed. Director or COE Dept. Head of major Date
122

Replacement Course Options
Common courses used for ADDITIONAL coursework in a deficient CBASE area include:
Social Studies---HST 101, HST 104, SOC 150, OR HST 121 or HST 122 or GRY 100
Math---MTH 135 or MTH 130
English---ENG 200, ENG 287, ENG 338 or ENG 334
Writing---ENG 203, ENG 205, ENG 215 (creative writing gen eds)---or ENG 321 or Writing II in discipline
area
Science---Almost any gen ed science that has not been used to fulfill gen ed or for a degree program
Most common include: GLG 110, GRY 135, GRY 142 or GRY 240
(BIO 100 or BIO 102 depending on program---CHM’s and PHY’s are a little
more demanding for most students weak in the science area)
If an above course is used as a replacement, it may not count to fulfill a gen ed or any other degree
requirement.
Other courses that are not used to meet any degree requirements may be considered.
123

DRAFT
TEACHER EDUCATION
REQUEST FOR EXCEPTION OTHER THAN CBASE COURSE REPLACEMENT OPTION
This request must be received by the Exceptions Committee at least five (5) days prior to a
committee meeting to be considered. You will be notified via email of the final decision as soon as
possible.
NAME:_________________________________________ID#: _______________________
(Last) (First) (Maiden or M.I)
LOCAL
MAILING___________________________________________________________________
ADDRESS: (Street) (Apt/Dorm#) (City) (State & zip code)
LOCAL PHONE: ADVISOR: __________________
MAJOR MINOR POST-BACCALAUREATE TEACHER CERT. ONLY
(Please Check)
REASON FOR EXCEPTION REQUEST:
____________________________________________________________________________
____________________________________________________________________________
SEMESTER/YEAR for which request is made:__________________________
Clearly and concisely state your request. Please limit your comments to the space provided. Only if
absolutely necessary should you attach relevant supporting information. Return the completed form to
the Professional Education Committee Office (Hill 402) or the Professional Education Advisement
Office, (Hill Hall 202).
Student Signature:_________________________________________Date:________
ACADEMIC ADVISOR CONSIDERATION AND REMARKS:
As this student’s Academic Advisor, I: { } support his/her request
{ } do not support his/her request
{ } support his/her request with the noted stipulations
Academic Advisor Signature_____________________________________ Date: ______________________
124

PROGRAM COORDINATOR OR DEPT. HEAD CONSIDERATION AND REMARKS::
DRAFT
As this student’s program coordinator or dept. head, I: { } support his/her request
{ } do not support his/her request
{ } support his/her request with the noted stipulations
Program Coordinator/Dept. Head Signature____________________________________ Date: ____________
_______________________________________________________________________________________
RELEVANT INFORMATION:
***** For Exception Committee Use Only***** Name: ________________________
Do not write below this line ID#: _________________________
CURRENT CLASS: ________TOTAL # OF HOURS COMPLETED: ______ COMBINED GPA: ______ ACT score______
CBASE Information:
Attempt
1
2
3
4
5
Date English Writing Math Science Social
Studies
Professional Education Courses:
Preparation
Prof Ed Course Grade Semester Taken
EDC 150 ______ ______________
SFR 250 ______ ______________
ELE 302 ______ ______________
SEC 302 (or 300-301) ______ ______________
SPE 310 ______ ______________
MUS 200 ______ ______________
PED 200 ______ ______________
AGE 318 ______ ______________
SCI 214 ______ ______________
Other Professional Education Courses: _____________________________________________________________
Remarks/Comments:
STUDENT EXCEPTION IS: [ ] Approved [ ] Denied [ } Approved with provisions (see special remarks)
________________________________________________
Signature, PEC Exceptions and Compliance Comm. Chair
125

Testing
Information
CBASE
General Education Exit Assessment
PRAXIS II

1. What is the CBASE?
The CBASE denotes College Basic Academic Subjects Examination. This is a
major step in your professional preparation for teaching. The College BASE
is a 180 to 188 item test designed to ensure that future educators in Missouri
have general college-level knowledge and skills in Writing, English,
Mathematics, Science, and Social Studies.
2. Who is required to take the CBASE?
All undergraduate education majors and those communication science
disorders majors who wish to seek certification are required to take the
CBASE. Post-baccalaureate certification seeking students are not required
to take the CBASE.
3. What is the passing score needed at Missouri State University?
A score of 265 on all five components: English, Writing, Mathematics,
Science, and Social Studies.
4. When can I take the CBASE?
Students can take the CBASE at anytime; however, they must pass all five
components of the CBASE before they enroll in EDC 350, SPE 340, RDG
474, all departmental teaching methods courses, professional education
courses offered through the music and physical education departments, and
student teaching.
5. Can I retake the CBASE?
If you do not pass all components with a 265 or higher, you must retake failed
components to be eligible to continue beyond SEC 302, MUS 200 or PED
200. All components must be passed within a two-year time limit, if any
score is below a 235.
6. Where do I register for the CBASE?
Students register for the exam in the Counseling and Testing Center,
Carrington 311. For more information, please contact their office at
836-5116.
7. What is the cost of the exam?
The cost of the CBASE is $60. All walk-ins pay $80. Cash or a money order
is required for the registration fee.
8. Where can I obtain study guides and suggestions?
On reserve at the Library Reference Desk.
See CBASE Study Aids on the following page.
9. Complete application form prior to registration at Counseling and
Testing Center.
126

Review the Student’s Guide to College BASE (CBASE), a booklet available in the
Counseling/Testing Center (CARR 311).
Attend a CBASE Preparation Workshop developed by the Professional Education Advisement
Center. Information regarding time and place of the workshops should be available early each
semester.
Practice a persuasive writing prompt for the CBASE essay or make an appointment with the
Writing Center, Michael Frizell, Director, Siceluff 210, 836-6398. Current hours are 9:00 a.m. to
7:00 p.m. Monday through Thursday and 9:00 a.m. to noon on Friday. The office is closed during
the summer.
Purchase a College Level Exam Project (CLEP) in one of the four content areas.
Purchase a copy of California’s proficiency exam (CBEST).
Review the following websites:
www.britannica.com
www.classicnote.com
www.sparknotes.com
www.hyperhistory.com
www.textweek.com
www.pbs.org
www.bookitprogram.com
www.ushistory.com
www.yale.edu
www.smokylake.com
View the following videos:
Portraits of America
The Presidents of a New Nation (Series of 3)
A Walk Through the 20 th Century
Review the following CBASE Study Guides located at the Reserve Desk at Meyer Library:
Art
Audiology
Business
English
French and German
127

Math
Music
Physical Education and Health Education
Science
Social Studies
Spanish
Special Education
Speech-Language Pathology
Purchase the Quick Study Guides at the Missouri State University Bookstore or local bookstores
including, but not limited to the following:
English
x English: Composition & Style
Math
x Algebra: Part 1 & 2
x Geometry: Part 1
x Logic
x Math Review
Science
x Biology
x Chemistry
x Physics
Social Studies
x American History: Part 1 & 2
x Geography
x U. S. Constitution
x U. S. Government
x Western Civilization: Part 1
Order the College Base Study Guide for Mathematics using the order form on the following page
which is also found in the Student’s Guide to College BASE located in the Counseling and
Testing Center, Carrington 311.
128

Appendix D
College BASE Study Guide for Mathematics
This Study Guide is a useful tool for students who have had a limited exposure to math courses in high
school or college, or for non-traditional students returning to college after several years absence. This book
explains in detail each math skill and subskill tested by College BASE, and provides sample problems that
illustrate those skills. Written in clear, easy-to-understand language, the Study Guide also includes:
• glossaries of terms used in mathematics, statistics, algebra, and geometry
diagrams illustrating geometrical concepts
step-by-step procedures for performing calculations
A practice test at the end of the Study Guide has 22 items, one item from each math subskill. The practice test
will familiarize the student with a range of math problems similar to those appearing on the actual test.
Note: College BASE study guides are not available for other subjects. Please see page 2 of this Student Guide for
suggestions on how to study other subjects.
To purchase the Study Guide by mail:
Complete the order form below
Only checks and money orders payable to the Assessment Resource Center are accepted
No orders accepted by phone or fax
No order accepted with credit card or cash
Mail order form with check or money order in the correct amount to Assessment Resource Center,
2800 Maguire Blvd., Columbia, Missouri 65201
Please allow 1-2 weeks for delivery.
Order Form
The Study Guide may be purchased at the Assessment Resource Center, 2800 Maguire Boulevard, Columbia, Missouri, at the
corner of Maguire and Lemone Boulevards. Office hours are 8:00 a.m. – 4:00 p.m. Monday through Friday.
Only cash, and checks or money orders made payable to the Assessment Resource Center are accepted. Payment
must be in the exact amount of $10.00 per Study Guide (includes tax and handling charges). No credit cards accepted.
31

Appendix B
College BASE Score Release Consent
An individual Student Score Report, reflecting the student's most recent passing scores, is sent to each
student, at the address entered on the College BASE answer booklet, approximately 4 weeks after test
administration. A second copy is sent to the institution where the student is currently enrolled. If a student has
taken College BASE more than once, each report indicates the results of the current exam, and passing score(s)
from previous attempts. To order an additional copy of the Student Score Report, complete this Score Release
Consent and send it with a check or money order for $10.00 to the Assessment Resource Center, Attn: College
BASE Score Release Consent, 2800 Maguire Boulevard, Columbia, MO 65201. Do not send cash.
For multiple orders, include $10.00 per report. Checks or money orders should be made payable to the
Assessment Resource Center. Credit card orders and orders by telephone are not accepted. Reports may be
sent to an institution, or to a student's address for personal use.
Please print or type.
Student name (at the time you took College BASE): ____________________________________________
Federal ID No. (Social Security #): ________________________________________________________
Current address: ______________________________________________________________________
(Street or P O Box) (City) (State) (ZIP Code)
Phone No.: _______________ Approx. date (month & year) when you took College BASE: ______________
Indicate mailing address if report should be sent to an institution.
Policies at most institutions require the sealed scores be sent directly to institution officials. To ensure proper
delivery, include the name of the department or faculty/staff member to receive the report.
Institution name: ________Missouri State University_________________________________________
Department or Faculty/Staff name: ______Director of Secondary Education_____________________________
Current address: ____901 South National Avenue, Hill Hall 402, Springfield, MO, 65897________________
(Street or P O Box) (City) (State) (ZIP Code)
Indicate mailing address if report should be sent to a student.
Current name: ______________________________________________________________________
Current address: _____________________________________________________________________
(Street or P O Box) (City) (State) (ZIP Code)
Authorization and payment
______Number of score reports ordered
@$10.00 each
$_____Amount Enclosed
For Office Use ONLY
Amt:______ Check #:_______ Date Rec’d:_________
I hereby authorize the Assessment Resource Center to release my College BASE scores to the institution
listed above, and/or to send my College BASE scores to the address indicated.
Signature:_____________________________________________________ Date:______________________
130

Visit
Carrington Hall
Room 311
OR
Mail To:
COLLEGE BASE REGIISTRATIION FORM
Missouri St at e Universi t y
Counseling and Testing Center
Carri n gt on 3 11
9 0 1 S. National
Spri ngf iel d, MO 65897
(417) 836-5116
For more information
NAME: _______
Last First Middle
ADDRESS: _______
House No. & Street/Apt No./PO Box/Route No. City State Zip Code
PHONE: ( ) –__________
Do you have a documented disability that requires special accommodations? Yes No
College or University where you are currently enrolled: _______
SATURDAY TEST DATES (Circle One)
September 24, 2011
December 3, 2011
January 28, 2012
March 17, 2012
June 16, 2012
REGISTRATION DEADLINES
Friday, September 16, 2011
Friday, November 23, 2011
Friday, January 20, 2012
Friday, March 9, 2012
Friday, June 8, 2012
Is this your first time to take the CBASE test? Yes No
If you are retaking the CBASE, which part(s) are you retaking?
ENGLISH & WRITING MATH SCIENCE SOCIAL STUDIES
Payment Information - CASH OR MONEY ORDER ONLY Fees
*Regular Registration
$60.00
Standby (If seating and test materials are available) $80.00
Reschedule/Transfer $15.00
*Registration fee is for testing at Missouri State University only.
Note: if you request a refund, it must be before the test date. A $15.00 processing fee will be
assessed.
Student’s Signature
FOR MISSOURI STATE STUDENTS: Your signature authorizes the Counseling and Testing
Center to share CBASE information with appropriate Missouri State University Offices.
Office Use Only
Amount Paid $_______
Date Paid
Received by
Cash MO Transfer
Ticket: gave / mailed
Note: Early registration is encouraged because seating is limited. We reserve the right to end registration before the stated deadline.
N
o
C
e
l
l
P
h
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n
e
s
131

STUDENT, JONATHAN Q.
101 MAIN ST
SOME CITY, MO 12345
Subject Scores
College BASE
College Basic Academic Subjects Examination
Student Score Report
Federal I.D. Number:
Test Date:
Test Site:
Enrollment Institution:
xxx-xx-8123
September 2010
University or College Name
University or College Name
English Reading & Literature 388 Writing 365
reading critically High writing as a process High
reading analytically High conventions of written English High
understanding literature High writing exercise Medium
Mathematics 290 General Mathematics 301 Algebra 282
practical applications Medium evaluating expressions Medium
properties and notations Medium equations and inequalities Low
using statistics Medium
Geometry
292
2- & 3-dimensional figures Low
geometrical calculations Medium
Science 267 Laboratory & Field Work 280 Fundamental Concepts 267
observational/experimental design Medium life sciences Medium
laboratory/field techniques Medium physical sciences Medium
interpreting results Medium
Social Studies 341 History 343 Social Sciences 340
significance of world events Medium geography Medium
significance of U.S. events Medium political/economic structures Medium
social science procedures Medium
Competency Scores Composite Score
Interpretive Reasoning High 315
Strategic Reasoning Medium This score represents your overall
Adaptive Reasoning Medium
performance on the examination.

Using Your College BASE Score Report
Scores on College BASE are presented in two dimensions of achievement: four Subject Scores (English, mathematics, science, and social
studies) and three Competency Scores (interpretive reasoning, strategic reasoning, and adaptive reasoning). The diagram at right indicates an
example of how to locate the various components of your report.
Subject Scores
Subject scores show your familiarity with traditional subject matter and are divided into levels
that become increasingly more specific: from Subjects to Clusters to Skills. Subject Scores are
reported on a scale ranging from 40 to 560. Cluster Scores are based on different testing
criteria than the Subject Scores, but are reported on the same scale as Subject Scores. The
Cluster Score for writing includes your performance on the multiple-choice questions related
to writing and on the essay, if it was assigned. Skill Scores are reported as High, Medium, or
Low.
● Subject Scores are not an average of their corresponding Cluster Scores.
Competency Scores
Competency Scores show your capability in cognitive processing skills as they apply to all
subjects, regardless of particular content. These scores are reported as High, Medium, or Low.
Competency rankings are provided only when you have taken all four subjects during the
same test administration.
Composite Score
If you took all four subjects during the same test administration you will also receive a
Composite Score that represents your overall performance on the examination. The
Composite Score is reported on the same 40-560 scale as the Subject Scores.
Please refer to your Student Score Report: Interpretive Guide or our website at http://arc.missouri.edu/CB for additional information.
Your Previous College BASE Scores
Shown below is your record for any previous College BASE attempts and the two-year window in which you must pass all parts of
College BASE. Your two-year window begins from the semester of the date on which you passed any required part of College BASE. For
example, if you first passed an area in September 2010 (fall semester) you would have until the end of December 2012 (fall semester) to pass all
parts. Students who do not pass within their testing window will have to retake the entire test. The Missouri statewide requirement is a minimum
score of 235 on English, writing, mathematics, science and social studies. Your institution may require a higher score.
September 2010 - December 2012 Testing Window
Test Date English Writing Mathematics Science Social Studies
September 2010 (This attempt) 375 365 290 267 341
University of Missouri
Assessment Resource Center

2011-2012 TEST DATES
PRAXIS II SUBJECT ASSESSMENT (NTE) TEST DATES
LAST DAY OF
LAST DAY OF
TEST DATE REGULAR REGISTRATION
LATEREGISTRATION
09/17/11 No date yet No date yet
11/12/11 No date yet No date yet
01/14/12 No date yet No date yet
03/10/12 No date yet No date yet
04/28/12 No date yet No date yet
06/09/12 No date yet No date yet
07/21/12 No date yet No date yet
NO STANDBY AVAILABLE. *Accommodations for test takers whose primary language is not English.
Register online at www.ets.org/praxis
C-BASE TEST DATES
TEST DATE
9/24/2011
LAST DATE OF
REGULAR REGISTRATION
9/16/2011
NO LATE REGISTRATION
12/03/2011 11/23/2011
Standby/walk-in fee $80
01/28/2012 1/20/2012
03/17/2012 03/09/2012
Reschedule fee $15
06/16/2012 06/08/2012
REGISTER IN CARR 311, COUNSELING AND TESTING CENTER *836-5116
Cash or money order is required for the C-Base exam ($60)
NO CHECKS
Alternative C-BASE Testing Locations
Southwest Missouri
Baptist Bible College (268-6000) ext. 6067 Drury University (873-7457)
College of the Ozarks (417)334-6411 Ext. 1+ 4250 Evangel University (865-2811) ext. 8548
OTC (447-6900 or 8189) or testingservices@otc.edu Missouri Southern (417) 625-9595
Crowder College (417)455-5602 Southwest Baptist (Bolivar) (417)326-1610
Kansas City Area
Avila College (816) 501-2960 Rockhurst College (816) 501-4140
Missouri Western (St. Joseph) University of Missouri-Kansas City
(816)271-4285 (816) 235-2234
Maple Woods Community College
William Jewell
(816) 604-3200
(816) 781-7700 ext. 5498
Penn Valley Community College (816) 604-4434
St. Louis Area
Fontbonne, (314) 889-4512 St. Charles Community College
St. Louis Community College (314)984-7596 (636) 922-8000
Jefferson College (Hillsboro), (636) 789-3951 Florissant Valley (314) 513-4200
Lindenwood College (636) 949-4843 Meramec (314) 984-7500
Maryville University (314)529-9486 St. Louis University (314)977-2963
Mineral Area (573)518-2202 Univ. of Missouri-St. Louis (314)516-6396

PRAXIS II Directions
Important: Scores must be sent to both DESE and Missouri State University.
You may either register by mail or online. Follow the directions below:
BY MAIL
Box 11: College where you receive training relevant to
the test (Attending Institution-Missouri State
University): 6665
Box 12: Agencies to Receive Score Report (Missouri
State University): 6665
Box 13: Agency Passing Score Information (DESE):
7625
ONLINE (Note: You must enter the MSU code 6665 twice, once
for attending institution and once for score recipient institution)
Select Attending Institution: Missouri State University: Code
6665
Select Agency Passing Score Information: State Department of
Education—Missouri State Department of Education: Code 7625
Select Score Recipients: Missouri; Missouri State University:
Code 6665
Who must take the PRAXIS II?
All applicants for an initial Missouri certificate of license to teach must pass the designated PRAXIS II
examination corresponding to the area of certification being sought as part of the certification requirements.
http://www.ets.org/portal/site/ets/menuitem.1488512ecfd5b8849a77b13bc3921509/?vgnextoid=2d932d363
1df4010VgnVCM10000022f95190RCRD&vgnextchannel=dd515ee3d74f4010VgnVCM10000022f95190
RCRD
135

Test
Missouri Certificate
Code
Score
0021 Early Childhood Education: (Birth - Grade 3) 166
0690 Early Childhood Special Ed: (Birth- Grade 3) 620
Elementary Education - choose ONE of the Following:
0011 Elementary Education: (1-6) 164
5011 Elementary Education: (1-6) 164
Middle School Education: (5-9)
0049 Language Arts 163
0069 Mathematics 158
0439 Science 149
0089 Social Studies 154
0523 Other Middle School Endorsements 160
Secondary Education: (9-12) (except as noted)
0700 Agriculture 520
0133 Art (K-12, 9-12) 153
0101 Business Education 154
0041 English 158
0121 Family and Consumer Science (Birth - Grade 12) 162
Foreign Language:
5174 French ( K-12) 162
5183 German ( K-12) 163
5195 Spanish (K-12) 168
0550 Health (K-12, 9-12) [ADDED Only] 620
0050 Industrial Technology 570
0061 Mathematics 137
0113 Music (Instrumental, Vocal/Choral) (K-12) 151
0091 Physical Education (K-9, K-12, 9-12) 153
0235 Biology 2 150
0245 Chemistry 2 152
0571 Earth Science [Categorical Only] 147
0265 Physics [Categorical Only] 141
0081 Social Science 152
0221 Speech/Theater 142
Special Education:
0281 Blind & Partially Sighted (Birth - Grade 12) 1
["Low Volume Test" - only offered on a limited basis]
Praxis II Cut Scores
EFFECTIVE SEPTEMBER 1, 2010
Updated from DESE website: 11/9/10
Praxis Requirement Began: Fall 1991 * Specific Score Needed: Fall 1992
C-Base Began: 1989 or 90
Missouri State University Praxis II Code: R6665 * DESE Praxis Code: R7625
154
0543 Mild Moderate Cross-Categorical Disabilities (K-12) 158
0545 Severely Developmentally Disabled (K-12) 1 158
Designated Assessments
Education of Young Children
Special Education: Preschool/Early Childhood
Elementary Education: Curriculum, Instruction &
Assessment (paper-based test)
Elementary Education: Curriculum, Instruction &
Assessment - (computer delivered test)
MS English-Lang Arts: Content Knowledge
MS Mathematics: Content Knowledge
MS Science: Content Knowledge
MS Social Studies: Content Knowledge
Principles of Learning and Teaching (5-9)
Agriculture
Art: Content Knowledge
Business Education
English Language, Literature and Composition:
Content Knowledge
Family/Consumer Science
French: Content Knowledge
German: Content Knowledge
Spanish: Content Knowledge
Health Education
Technology Education
Mathematics: Content Knowledge
Music: Content Knowledge
Physical Education: Content Knowledge
Science: (9-12) (Categorical – Content Area ONLY) (Unified - ALL levels of Content Area and INTRO level of other sciences) 2
Biology: Content Knowledge
Chemistry: Content Knowledge
Earth Science: Content Knowledge
Physics: Content Knowledge
Social Studies: Content Knowledge
Speech Communication
Special Education: Teaching Students with Visual
Impairments
Education of Exceptional Students: Mild To Moderate
Disabilities
Special Education: Core Knowledge and Severe to
Profound Disabilities

Test
Code
Missouri Certificate Score
Special Education (cont.):
Deaf & Hearing Impaired (Birth - Grade 12) 1
10271 161 Education of Deaf & Hard of Hearing Students
Contact Marcia Ratcliff – 66508
Administration: Contact Education Administration - 65392
1011 Principal K-8, 9-12 3 163
1011 Special Education Administrator 3 163
1011 Career Education Director 3 163
11020 Superintendent 3 158
Counseling: Contact Counseling Department - 65449
20420 School Counselor K-8, 7-12 3 590
10401 School Psychologist K-12 3 157
Library Media Specialist: [ADDED Only] Contact Dr. Bill Edgar, 836-4529
0311 Library Media Specialist (K-12) 160
Marketing Education:
10561 Marketing Education 163
Secondary Education without content area:
30524 K-9 or 9-12 certificate of license to teach for which
no specialty area test or content knowledge test is
designated.
160
20330 Speech & Language Pathologist (Birth - Gr 12) 1 600
Designated Assessments
School Leaders Licensure Assessment (SLLA)
School Leaders Licensure Assessment (SLLA)
School Leaders Licensure Assessment (SLLA)
School Superintendent Assessment (SSA)
School Guidance and Counseling
School Psychologist
Library Media Specialist
Marketing Education
Principles of Learning and Teaching (7-12)
Speech and Language Pathologist: [Must be licensed to become certified] Contact Communication Science Disorders – 65368
Speech-Language Pathology
1. Additional certification in these areas is not available by completion of the designated assessment only; completion of a stateapproved
program of study in the area of specialization is required.
2. Certification in Unified Science is not available by completion of the designated assessment only; completion of a stateapproved
program of study in the unified science core and the area of specialization is required.
3. Additional certification in these areas is not available by completion of the designated assessment only; completion of a
program of study and a recommendation from a state-approved institution is required.

PRAXIS II Study Guides
A limited number of study guides—listed below—are available at the Meyer
Library Reserve Desk. For open hours, contact the library at 836-8383.
PRAXIS II tests-at-a-glance is available for all subject areas at
http://www.ets.org/praxis/prxtest.html.
Art Study Guide (Test Code: 10133)
Audiology Study Guide (Test Code: 10340)
Business Education Study Guide (Test Code: 10100)
Education of Young Children (Test Code: 20021)
Elementary Education: Curriculum, Instruction, & Assessment Study
Guide 2 nd Edition (Test Code: 10011)
English Language, Literature, and Composition: Content Knowledge
Study Guide (Test Code: 10041)
French and German Study Guide: (Test Codes: French 20173, German
20181)
Mathematics Study Guide (Test Code: 10061)
Middle School Study Guide (Test Codes: Content Knowledge 10146,
Language Arts 10049, Science 10439, Mathematics 20069, Social
Studies 20089)
Music: Concepts and Processes; Analysis; and Content Knowledge
Study Guide (Test Code: 10113)
Physical Education and Health Education Study Guide (Test Code:
10091)
Sciences: Content Knowledge Study Guide (Test Codes: Biology
20235, Chemistry 20245, Earth Science 20571, General Science 10435,
Physics 10265)
Social Studies and Citizenship Education: Content Knowledge Study
Guide (Test Code: 10081)
Spanish Study Guide (Test Code: 10191)
Special Education: Core Knowledge Study Guide (Test Code: 20353)
Speech-Language Pathology (Test Code 20330)
138

Miscellaneous
Information
Application to a Degree Program . . . . . . . . . . . . . . . . . . . Page 139
Scholarships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 140
Reminder for Seniors . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 141
Student Teaching Requirement Checklist & HB1711 . . . Page 142
Approved Teacher Certification Programs . . . . . . . . . . . . Page 143
Missouri’s Teacher Certification Types . . . . . . . . . . . . . . Page 144-145

Missouri State UniversityTM | Office of the Registrar
Application to a Degree Program
INSTRUCTIONS: This form is only necessary when a student is seeking admission to a major with admission requirements. Majors with admission requirements are designated
with the notation “(PRE)” on the Major/Minors code sheet (http://www.missouristate.edu/registrar/major-codes.htm). Students declaring a major without admission
requirements or declaring a minor are admitted to their major/minor in the semester it is declared and do not have to fill out this form.
DEPARTMENT AUTHORIZATION
Department Name Signature and Stamp of Department Head Date
STUDENTS TO BE ADMITTED:
NOTE: You may submit one student or multiple students on this form. The “Catalog Semester/Year” should be the current semester unless you are giving the student special
permission to be admitted to a previous catalog or if the student has chosen to re-file under a more current catalog semester/year.
Student Name
(Please include first name,
middle initial, and last
name)
Student
M-Number
Major Code
(e.g. ACCT-BS)
Catalog
Semester/Year
Of Major
(i.e. Fall 2009)
Advisor Name And M-Number
(Provide this only if advisor information
is changing. If blank, advisor will be kept
as is. M-Number inclusion is optional.)
Additional Processing Information To Share
(i.e. instruction to drop a previous major/minor on
the student’s record, add a new minor, etc.)
Return completed form to the Office of the Registrar, Carrington 320 for processing unless the major is in the College of Business Administration (COBA). COBA majors should meet with an advisor in the Business
Advisement Center (Glass 106) to file this form.
Please photocopy prior to submission if you wish to retain a copy for your departmental records. Updated June 2010

Scholarship Department/Program
Aubry F. and Leta E. Chastain Scholarship Secondary
Bernice Jackson Scholarship Secondary
One-room Schoolhouse Scholarship Secondary
Jim and Ruth Craig Endowed Scholarship Fund Secondary
Patricia K. Scott Endowment Secondary
Burnell Joe Sumners Memorial Scholarship Secondary
Myrtle P. Teter Memorial Scholarship Secondary
Frank F. Thompson Memorial Scholarship Secondary
Wiley and Virginia Woodring Memorial Scholarship Secondary
TEACH GRANT PROGRAM
Through the College Cost Reducation and Access Act of
2007, Congress created the Teacher Education Assistance
for College and Higher Education (TEACH) Grant Program
that provides grants of up to $4,000 per year to students who
intend to teach in a public
Effective Dates
The first TEACH Grants will be awarded to eligible students
for the 2008-2009 school year
Recommendation to apply for all eligible education scholarships
Contact Financial Aid for more information - CARR 101
140

1. The semester prior to student teaching:
Take the PRAXIS II Exam. Registration booklets are available in Carrington 311
or visit the Praxis Series Online at http://www.ets.org/praxis to register. Be sure
to request that your scores are sent to Missouri State University!
2. Late January:
Attend the student teaching meeting if you are student teaching anytime during
the coming academic year. Dates may be obtained from your advisor and are
posted in Hill Hall. You will be notified of your student teaching assignment in
August for the fall semester and late December for the spring semester.
3. Visit Career Services, Carrington 309 for current job information.
4. Complete certification application form and make arrangements for completion of
fingerprinting for the FBI background check at the student teaching orientation
meeting. The application will be available at the opening student teaching Fall
and/or Spring meeting. The background check may also be arranged at this first
block meeting.
5. Take the General Exit Exam. Register to take the exam and review sample
questions at http://www.missouristate.edu/assessment/examdesc.html.
6. Check
7. Order your graduation announcements, cap, and gown at the Missouri State
University Bookstore. For more information, contact the bookstore at 836-5403.
8. Complete fingerprint and background check during student teaching.
9. Complete Professional Preparation Portfolio Checkpoint III.
10. Complete a Graduation Card:
See the Degree Check Office in Carrington 304 or apply on-line through the My
Information System (go to ―Graduate, Intent to‖).
11. Certification recommendations can only be processed after graduation and with
appropriate Missouri State Certification requirements met.
141

REQUIREMENTS FOR STUDENT TEACHING ASSIGNMENT:
Successful completion of supervised teaching is a requirement for teacher certification.
The criteria used to determine eligibility for Supervised Teaching are outlined below.
The student must have:
1. Been admitted to the Teacher Education Program.
2. A statement from the Director of Taylor Health and Wellness Center that a tuberculin
test or chest x-ray has been completed and that the student has not been identified as
infected with a communicable disease on file with the COE Student Services Office.
3. A combined GPA of 2.50 or above for all college level course work completed.
4. Completed at least 15 hours, with a GPA of 2.50 or above, at Missouri State.
5. A combined GPA of 2.50 or above in major; Social Studies requires major GPA 2.75
6. Passed portfolio second checkpoint.
7. ―C‖ or better in all Professional Education courses.
8. Current pre-professional liability insurance on file with the COE Student Services
Office.
9. Current Highway background check and/or Family Care Safety Registry on file with
the COE Student Services Office.
10. Been recommended by the student’s advisor. 1 The recommendation shall
be based upon the applicant’s character, personality, and potential for teaching.
11. Been recommended by the department in which the student is completing an
undergraduate major or seeking certification. 1 The recommendation shall be based
upon the applicant’s character, personality, and potential for teaching. For those
students completing a degree which involves significant work in more than one
department (i.e., Speech & Theatre Education, etc.) the departmental
recommendation will come from the department in which the greatest number of
hours is completed. For those students who have already completed a degree, the
departmental recommendation will come from the department which would normally
provide the majority of the course work for that certification.
*An additional fee of $55.00 is assessed for each 8 week block or $110.00 for a single
placement. For out of service area placements a fee of $200.00 is charged per placement
per 8 week block.
1 A student who fails to meet this criterion and who wishes to appeal may do so in writing. Such appeals shall be filed
with the chairperson of the Professional Education Exceptions Committee.
A student’s qualifications for continuance in the Teacher Education Program is subject to review and change by the
Professional Education Committee at any time while the student is enrolled
HB1711:
Credit for Student Teaching Utilizing the ―Teacher’s Aide Rule‖ in Missouri
Students who are working as a teacher’s aide, or who are teaching on a provisional
certificate in a public school setting or an accredited non-public school setting concurrent
with enrollment in education coursework, may be able to receive credit for student
teaching. Students, who believe they might qualify for this provision, must contact the
Coordinator of Teacher Certification in the College of Education at Missouri State
University at the beginning of their work experience in order to receive credit. Criteria
for the Teacher Aide Rule may be found by going to
http://education.missouristate.edu/services/cert and clicking on the ―Teacher’s Aide
Rule‖ link.
142

Missouri State University
Approved Teacher Education Programs
The following programs are currently being offered at Missouri State University and have received
program approval from DESE and NCATE, Spring 2004 through Fall 2011.
INITIAL CERTIFICATE PROGRAMS ADDITIONAL CERTIFICATES
Early Childhood (B-3)
Elementary Education (1-6)
Middle School (5-9)
Language Arts
Social Studies
Mathematics
Science
Special Education
Deaf & Hearing Impaired (Birth-12)
Mild-Moderate Disabilities: Learning Disabled,
Behavioral Disordered, Mentally Handicapped
or Physical & other Health Impairment (K-12)
Mild Moderate Cross-Categorical Disabilities
(K-12)
Speech & Language Pathologist (Birth-12)
Secondary Education (9-12)
Agriculture
Biology
Business
Chemistry
Earth Science
English
Mathematics
Physics
Social Studies
Speech/Theatre
Unified Science – Biology
Unified Science – Chemistry
Secondary Education (K-12)
Art
Family and Consumer Sciences (B-12)
Foreign Language
French
German
Spanish
Music
Instrumental
Vocal/Choral
Physical Education
These certificates are only available as added certificates
once you have earned an initial certificate through
coursework.
Blind & Partially Sighted (Birth-12)
Driver’s Education (9-12) (not currently offered)
Early Childhood Special Education (K-12)
English for Speakers of Other Languages (K-12)
Health (K-12)
Middle School (5-9)
Agriculture
Drama
Speech
ADVANCED CERTIFICATES—GRADUATE
LEVEL
These certificates are only available to students as added
certificates and must be completed through graduate study.
Counselor (K-8, 9-12, K-12)
Library Media Specialist
Principal (K-8, 5-9, 9-12)
School Psychological Examiner (K-12)
Special Reading (K-12)
Superintendent (K-12)
ADDED ENDORSEMENTS
Students seeking an initial teaching certificate at
Missouri State University may be interested in adding on
additional teaching fields (added endorsements).
Once you are recommended for certification, the
Department of Elementary and Secondary Education will
determine your deficiencies for any additional endorsements
except Early Childhood and Early Childhood Special
Education. To find out the state requirements for all fields
of Missouri certification, contact the Missouri State, College
of Education website at
http://www.missouristate.edu/education/. Click on teacher
certification/compliance/ DESE. This will link you to
DESE’s website.
You may also visit the DESE website directly at:
http://dese.mo.gov/divteachqual/teachcert/.
143

Classification – is a broad area of “like” licenses
http://www.dese.mo.gov/divteachqual/teachcert/documents/Classification_Types.pdf
Classifications: There are five classifications of certificates of license to teach in Missouri. There are also
six levels of licensure. Each classification offers an initial certificate that is valid for four years and requires
the individual to meet various requirements on mentoring, performance evaluation and professional
development. Each classification also offers a career continuous certificate that is valid for 99 years to
individuals who successfully complete the initial requirements and continue to meet various requirements on
evaluation, professional development, years of experience, and/or advancement to a higher college degree.
The classifications are as follows:
o Administration – Administrators are principals, superintendents, career education directors and special
education directors. This classification requires two-years of teaching experience and a master’s degree in
administration/leadership. In order to qualify for a superintendent’s license, the individual must have a
minimum of an education specialist’s degree and two years of administrative experience. Administrators are
required to be mentored for two years (superintendents only one year).
o Adult Education and Literacy (AEL) – This license allows an individual to teach persons 16 years of
age or older English and mathematics skills. It requires a bachelor’s degree and completion of courses in
methods/testing/etc.
o Career (Vocational) Education – This license allows individuals to teach in various fields such as
nursing, automotive, occupational family and consumer science, and trade/industrial and technology fields.
Individuals must have a bachelor’s degree in their content field and meet other requirements. Some areas of
certification require job experience in lieu of the bachelor’s degree.
o Professional – Professional certificates are required to teach in subjects areas in elementary, middle- and
high-schools. The licenses are grade and subject-area specific. Special education and librarians are also in
this classification area. A professional license requires, at least, a bachelor’s degree and other specific
requirements. Prior to 2003, professional certificates were called PCI, PCII and CPC – these types of
certificates should be upgraded to the initial or career continuous type of licenses. The National Board for
Professional Teaching Standards license is recognized by Missouri.
o Student Services – This classification covers counselors, psychologists, speech/language pathologists, or
career education evaluators. Generally, certificates in student services area require a master’s degree or
higher in an education-related profession. School Psychologists' National Board certification is recognized
by Missouri.
Types of Missouri Certificates/Licenses – are specific subjects or grade levels within a classification. –
Types of licenses vary from early childhood, elementary, middle-school subject specific, high-school subject
specific, vocal music, special education, school psychologist, etc.
o Initial certificate/license is the first license a new educator receives. A minimum of a baccalaureate
degree from a college/university having a teacher education program approved by the Missouri Department
of Elementary and Secondary Education or from a college/university having a teacher education program
approved by the state education agency in states other than Missouri is required. The applicant must have a
recommendation for certification from the designated official for teacher education in the college/university
where the program was completed. The applicant must have a grade point average of 2.5 on a 4.0 scale; both
overall and in the content area. The applicant must complete the required Praxis test(s). (If you completed
your teacher education program and were certificated before September 1, 1990, you are exempt from this
requirement.) A list of the Missouri Specialty Area Tests with the qualifying scores can be found on the
DESE website.
o Transition certificate is limited to administrators. For example: A new administrator must have a master’s
degree in order to obtain the initial (first) certification. After four years, he/she must enroll in an education
specialist’s degree or doctoral degree program and while they are doing that, they can be issued a transition
certification. By the tenth year of employment as an administrator, the individual must complete the
education specialist’s degree or higher and obtain the career continuous administrator’s certificate.
144

o Career Continuous is a 99-year (permanent) license. It requires an individual to continue to maintain a
professional development plan, have successful performance-based evaluations, and annually report
professional development to the Department. Individuals who complete two of the three following items, no
longer are required to report the professional development to the Department: ten years of certified
experience; the next higher college degree (above the entrance requirement); or national certification from a
recognized agency.
o Provisional – This is a two-year, nonrenewable certificate for educators who lack a few hours of meeting
all the requirements for full certification. The largest numbers of provisional certificates are issued to
individuals who are enrolled in a college-based alternative/innovative program, have not yet passed their
required Praxis test, or are adding areas to an existing certificate. A provisional certificate is issued at the
request of an employing district and may require an academic contract with a college or university.
o Temporary – This is a one-year, renewable certificate issued to individuals who have a bachelor’s degree
in a content or closely-related field and who agree to meet a variety of requirements – including taking a
number of college courses in pedagogy and passing the appropriate Praxis II test(s). A temporary certificate
is issued at the request of an employing district.
o Substitute – This is a one-year certificate that requires a minimum of 60 semester hours of liberal arts,
college credit and is issued at the request of an employing district.
o Lifetime – This license is no longer issued. Prior to September 1988, applicants who met all licensure
requirements were issued a lifetime certificate and that certificate is still valid without completing any
further requirements.
145

Reference Guide
and
Phone Numbers

2011-2012 Academic Calendar
Fall 2011 Intersession
(Considered part of the Fall 2011 session for admission, registration, grading, scholastic
action, and graduation purposes.)
August 8 Fall Intersession Classes Begin
August 19
Fall Intersession Classes End
Fall 2011 Semester
August 22
September 5
October 11
October 12
October 13 – 16
Classes begin
Labor Day Holiday (no classes)
First block classes end
Mid-Semester/First block final exam period
Fall Break (no classes/offices open)
October 17
November 22
November 24 – 27
December 8
December 9
December 10 - 15
December 16
Second Block Classes Begin
Thursday evening classes meet (4:00 p.m. or later.)
Tuesday evening classes do not meet
Thanksgiving Holiday (no classes)
Last day of classes
Study Day (no classes)
Final exams period
Commencement
Winter 2012 Intersession
(Considered part of the Spring 2010 semester for admission, registration, grading, scholastic
action, and graduation purposes.)
January 9 Intersession classes begin
January 13 Intersession classes end
Spring 2012 Semester
January 16 Martin Luther King, Jr. Holiday (no classes)
January 17 Classes begin
February 20 Presidents’ Day Holiday ( no classes)
February 22 Monday evening classes meet (4:00 p.m. or later)
Wednesday evening classes do not meet
March 8 First block classes end
March 9 Mid-Semester
March 12 Second block classes begin
March 17 – 25 Spring Break (no classes)
April 5 – 8 Spring Holiday (no classes)
May 10 Last day of classes
May 11 Study Day (no classes)
May 12 – 17 Final exams period
May 18 Commencement
146

Summer 2012 Intersession
(Considered part of the Summer 2010 session for admission, registration, grading, scholastic
action, and graduation purposes.)
May 21 Intersession classes begin
May 28 Memorial Day Holiday (no classes)
June 8 Intersession classes end
Summer 2012 Session
June 11 Classes begin
July 4 Independence Day Holiday Observed (no classes)
July 5 Last day of Session 3 Classes/Final Exams
July 9 Session 4 Classes Begin
July 12 Session 2 Classes Period Ends/Final Exams
August 1 Last Day of Sessions 1 & 4 Classes
August 2 -3 Final exams period for Sessions 1 & 4
August 3 Commencement
147

Secondary Education Advisors
http://education.missouristate.edu/peu/
Secondary Education:
Denise Fredrick (417) 836-5944 Hill 402
Department Extension Office Location
Agriculture:
Dr. James Hutter (417) 836-5096 Karls 220
Dr. Jim Bellis (417) 836-3178 Karls 201
Art and Design:
Judith Fowler (Ed. Crd.) (417) 836-6084 Art Annex 6A
Dr. Steve Willis (417) 836-6693 Art Annex 7A
Biology:
Dr. Janice Greene (417) 836-5306 King Street Annex 201
Dr. Georgianna Saunders (417) 836-6469 King Street Annex 204
Business:
Amy Gann (417) 836-5386 Glass 106
Debbie Goodale (417) 836-5386 Glass 106
Chemistry:
Dr. Paul Toom (417) 836-5367 Temple 106
Dr. Brian Breyfogle (417) 836-5601 Temple 450
Communication Science Disorders:
Tara Oetting (417) 836-6838 Professional Bldg. 257
Marcia Ratcliff (417) 836-6508 Professional Bldg. 240
Dr. Waafa Kaf (417) 836-4456 Professional Bldg. 263
English:
Dr. Keri Franklin (417) 836-3732 Siceluff 312
Dr. Judith John (M-Z) (417) 836-4797 Siceluff 237
Angelia Northrip (A-L) (417) 836-4171 Siceluff 346
Family and Consumer Sciences:
Debra Agee (Ed. Crd.) (417) 836-5821 PCOB 308
Foreign Language:
Dr. David Dowdy, Spanish (417) 836-5579 Siceluff 142
Dr. Mary Harges, Spanish (417) 836-5869 Siceluff 139
This Contact List is provided by: Secondary Education Office, Missouri State University,
900 South National, Springfield, MO 65897 (417) 836-6204 or (417) 836-5944 (Revised 12/2010)
148

Dr. Jason Jolley, Spanish (417) 836-5871 Siceluff 134
Dr. Alessandra Pires, French (417) 836-5870 Siceluff 131
Geography, Geology and Planning
Dr. Kevin Evans (417) 836-5590 Temple 369A
Dr. Melida Gutierrez (417) 836-5967 Temple 319
Dr. Thomas Plymate (417) 836-5590 Temple 363
Health, Physical Education & Recreation:
Dr. John Downing (417) 836-6234 McDonald 209
Brenda Goodwin (417) 836-5966 McDonald 115
Kirsten Hatz (417) 836-5248 McDonald 208
Michael Keltner (417) 836-5289 McDonald 220
Larry Mays (417) 836-5971 McDonald 204A
Dr. Sarah McCallister (417) 836-5370 McDonald 103
Dr. Jan Nelsen (417) 836-4499 McDonald 121A
Dr. David Oatman (417) 836-4850 McDonald 211
Dr. Rhonda Ridinger (417) 836-5346 McDonald 119
Gayle Runke (417) 836-5252 McDonald 116A
Dr. Rebecca Woodard (Ed. Crd.) (417) 836-5690 McDonald 116B
History: (Please call the Departmental Office (#65511) to be assigned to an advisor.)
Dr. Michelle Morgan (Ed. Crd) (417) 836-6670 Strong 410
Dr. Tom Dicke (417) 836-5746 Strong 410
Mathematics:
Dr. Kurt Killion (417) 836-6385 Cheek 1A
Dr. Lynda Plymate (417) 836-4152 Cheek 27M
Dr. Gay Ragan (417) 836-8704 Cheek 7B
Music:
Dr. Daniel Hellman (417) 836-6847 Wehr 202
Dr. Sally Hook (417) 836-6483 Wehr 205
Physics and Astronomy:
Dr. Bill Thomas (417) 836-5609 Kemper 103N
Dr. Robert Whitaker (417) 836-6431 Kemper 103C
Speech/Theatre:
Dr. Carol Maples (417) 836-6389 Craig 360
Dr. Eric Morris (417) 836-7636 Craig 366A
This Contact List is provided by: Secondary Education Office, Missouri State University,
900 South National, Springfield, MO 65897 (417) 836-6204 or (417) 836-5944 (Revised 12/2010)
149

Senior
Checklist
1. Review 2. Student your audit teaching and follow applications up with are your due advisor February regarding 15 for any students deficiencies. who will be student teaching in
the upcoming Fall, and September 1 if student teaching in the Spring semester. Access the stu-
2. Student dent teaching teaching applications application are ONLINE due February through “My 1 for Missouri students State” who will on the be MSU student home teaching page. If in you the have upcoming
Fall, questions, and September see your 1 academic if student advisor teaching or check in the with Spring the Field semester. Experience Access Office the student in Hill teaching Hall 200, applica- or
tion ONLINE call 836-5253. through “My Missouri State” on the MSU home page. If you have questions, see your academic
advisor or contact the Secondary Education Office at 836-6204.
3. A passing score in your certification area of the PRAXIS II exam is required for certification. It
3. A passing is recommended PRAXIS that II exam you take score the in PRAXIS your certification II exam during area your is required last two for semesters certification. of coursework. It is recommended Online
that registration you take the information PRAXIS II and exam test during codes are the available last two semesters in the Professional of coursework. Education Online Advisement registration Office, information
and Hill test Hall codes 202, are or available in the Counseling in the PEC/Secondary & Testing Center, Education Carrington Office 311, at Hill or 304, you may or in access the Counseling the PRAXIS & Testing
Center, website Carrington at http://www.ets.org/praxis. 311. You may access the Study PRAXIS guides website for the exam at http://www.ets.org/praxis. are available in the Reference Study Desk guides area for
the of exam Meyer are Library. available in the Reference Desk area of Meyer Library. Please note that to be recommended for
an initial Missouri teaching certificate, students must have successfully completed All other program requirements
Please and note met that all Missouri to be recommended teacher certification for an initial requirements Missouri teaching in effect at certificate, time of certification. students must Further have sucinformationcessfully is at completed http://www.missouristate.edu/certification/FAQgraduates.htm
Supervised Teaching; met all Missouri teacher certification requirements in effect at
time of certification; met the criteria established by the Missouri State Board of Education exit evaluation
4. Take procedures the General (PRAXIS Education II Subject Exit Assessment Exam. Beginning Specialty with Area the Tests) Summer and passed 2010 semester, final portfolio the General requireEducationments. Exit Exam Further will information be a scheduled is at http://www.missouristate.edu/certification/FAQgraduates.htm
0 credit hour class: GEN 499 University Assessment Examination.
Register for the exam like any other class. Information can be found on the website of the Office of the
Registrar: 4. Take the http://www.missouristate.edu/registrar/registration.htm General Exit Exam. Register to take the exam and review For questions– sample questions call 417-836-6300 at http:// or email
cais@missouristate.edu
www.missouristate.edu/secure/assessment/12524.htm
5. Apply 5. Apply for graduation for graduation by completing by completing a Graduation a Graduation Card in Card the Office in the Degree of the Registrar, Check Office, Carrington Carrington 320 or 320 apply
on-line or apply through on-line “My through Missouri “My State”, Missouri choose State”, “Academics” choose “Academics” at lower left, at then lower “Commencement.” left, then “Commencement.” Complete the
Intent Complete to Graduate the Intent Form to and Graduate access Form commencement and access details. commencement The website details. at http://www.missouristate.edu/
The website at http://
commencement/ www.missouristate.edu/commencement/ has further commencement has information. further commencement information.
6. Take 6. advantage Take advantage of Career of Career Services, Services, Carrington Carrington 309, or 309, access or access the web the at website http://careercenter.missouristate.edu/
at
http://careercenter.missouristate.edu/
7. Obtain Graduate School information through the Graduate School in Carrington 306 or access the website at
http://graduate.missouristate.edu/. 7. Obtain Graduate School information MSED Secondary through the Education Graduate program School information in Carrington is available at
http://education.missouristate.edu/secondary/66466.htm.
306 or access the website at http://graduate.missouristate.edu/
150

Secondary Education Subject Area Departments
Department Extension Office Location
Agriculture:
W. Anson Elliot 65638 Karl 201
Art and Design:
Wade Thompson 65110 Ellis 308
Biology:
Alicia Mathis 65126 Temple 212
Chemistry:
Alan Schick 65506 Temple 423
Communication Sciences and Disorders:
Neil DiSarno 65368 Professional Bldg. 237
English:
W. D. Blackmon 65107 Siceluff 215
Fashion and Interior Design
(Family & Consumer Sciences)
Shawn Strong 65136 PCOB 301
Foreign Language:
Madeleine Hooper 65122 Siceluff 223
Geography, Geology and Planning
Thomas Plymate 65800 Temple 363
Health, Physical Education & Recreation:
Sarah McCallister 65370 McDonald Arena 103
History:
Tom Dicke 65746 Strong 410
Management/Business:
Jerry Chin 64131 Glass 359
Mathematics:
Ken Vollmar 65113 Cheek 10M
Music:
Julie Combs 65648 Ellis 206
Physics and Astronomy:
David Cornelison 65131 Kemper 101
Secondary Education:
Denise Fredrick 65944 Hill 402
Speech/Theatre:
Robert Willenbrink – Theatre & Dance 64400 Craig 355
Kelly Wood– Communication 64423 Craig 375
151

Secondary Education Subject Area Colleges & Departments
College of Arts & Letters
Carey Adams, Dean
Roger Stoner, Associate Dean
Patricia O’Neill, Executive Assistant II 65247 Craig 106
Art and Design
Communication
English
Foreign Language
Music
Speech/Theatre
College of Business Administration
Stephanie Bryant, Dean
David Meinert, Associate Dean
Jean Ann Percy, Executive Assistant I 65646 Glass 400
Management/Business
College of Education
Dennis Kear, Dean
Mary Maloney, Executive Assistant II 65254 Hill 304
Childhood Education and Family Studies
Counseling, Leadership & Special Education
Reading, Foundations and Technology
College of Health & Human Services
Helen D. Reid, Dean
Jennifer Yanders, Administrative Assistant 64176 Professional 110
Communication Science Disorders
Health, Physical Education &
Recreation
College of Humanities & Public Affairs
Victor H. Matthews, Dean
Pam Sailors, Associate Dean
Nancy Maxfield, Executive Assistant II 65529 Strong 207
History
College of Natural & Applied Sciences
Tamera Jahnke, Dean
Xingping Sun, Interim Dean
Gale Lininger, Executive Assistant II 64681 Temple 142
Kimberly Clark, Administrative Assistant III 65249 Temple 142
Agriculture
Biology
Chemistry
Fashion and Interior Design
Geography, Geology and Planning
Mathematics
Physics and Astronomy
For further information contact the Professional Education Unit, Secondary Education Office - 66204
152

ACADEMIC SUPPORT SERVICES
Counseling and Testing Center 836-5116
Carrington Hall 311
(Sign-up for CBASE/ACT/PRAXIS)
Departmental Tutors Call the Academic Department
Disability Resource Center 836-4192
Plaster Student Union 405
Learning Diagnostic Clinic 836-4787
Meyer Alumni Center, 502
Mathematics Department Tutorial Lab 836-5112
(Mathematics Department)
Cheek 207
Multicultural Resource Center 836-5652
Plaster Student Union 141
Student Academic Support Services 836-5636
Carrington Hall 309
University Libraries 836-4535—Reference
Duane G. Meyer Library 836-4700—Circulation
Trio Study Skills 836-6220
Writing Center
Meyer 12 836-6398
153

Professional Organizations
MNEA
Missouri National Education Association
Advisor: Diana Piccolo 836-3213
MSTA
Missouri State Teachers Association 836-5315
Advisors: Annice McLean 836-6883
Peggy Preston 836-4645
Honor Societies
Golden Key
Advisor: Michael B. Wood 836-8343
Kappa Delta Pi
Advisor: Dr. Randall Wallace 836-5012
NOTE: Other social and professional organizations on campus are accessible
through the Missouri State University Web Page,
http://studentorganizations.missouristate.edu/guide/.
Other Important Numbers
Certification Office 836-8772
Hill Hall 205
Citizenship and Service Learning (CASL) 836-5774
Plaster Student Union 209
Dean of Students 836-5527
Plaster Student Union 405
Field Experiences 836-5253
Hill Hall 203
Study Away Program 836-6368
Jim D. Morris Center for
Continuing Education, Suite 403
Taylor Health Center 836-4000
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STUDENT SERVICES QUICK REFERENCE GUIDE
Questions
Concerning Refer to Location Ext.
ABSENCES Advisement Center University Hall 109 65258
ADVISEMENT Contact the Subject Area Departmental Office
ACTIVITIES SU Information Desk Student Union 65885
ON CAMPUS Student Activities Student Union 101 64386
ADMISSIONS Admissions Carrington 204 65517
ADULT STUDENT Continuing Education Carr 314 66199
SERVICES
ATHLETIC EVENTS Hammons Box Office Hammons Student 67678
Center
ATHLETICS Associate Director Hammons Student
DIRECTOR Center, 309 65246
Associate Director Forsythe Athletics
Center, 200 65242
BOOKS Bookstore Baker Bookstore 65403
BROADCAST Broadcast Services Strong 115 65878
SERVICES
CAREER PLANNING Career Center Carrington 309 65636
COMPUTER LABS Open Labs 66327
CONCERTS Hammons Box Office Hammons Student Center 67678
COUNSELING Counseling Center Carrington 311 65116
DISABILITIES Disability Resource Center Student Union 405 64192
EVENING COLLEGE Continuing Education Alumni Center 400 64126
EXHIBITS Photographic Services Alumni Center 504 65498
FACULTY Office of the Provost Carrington 209 64589
FEE PAYMENT Bursar’s Office Carrington 102 65128
FINANCIAL AID Financial Aid Carrington 101 65262
FOOD SERVICE Dining Services Student Union 213 65660
FRATERNITIES Fraternity & Sorority Life Student Union 101 64386
GRANTS Financial Aid Carrington 101 65262
155

HEALTH Health & Wellness Taylor Health & 64000
Wellness Center
HOUSING Residence Life Hammons House 104 65536
INTRAMURALS Campus Recreation Student Union 131 65334
KOZK/KOZJ Broadcast Services Strong 102 63500
KSMU RADIO KSMU Broadcast Strong 102 65878
Services
LIBRARY Meyer Library Kings Street 64535
Library Hours 68383
LOANS Financial Aid Carrington 101 65262
NEWS ITEMS News Services Alumni Center 600 66397
NEWSPAPER Southwest Standard Carrington 425 65272
(STUDENT)
NONCREDIT Continuing Education Morris Center 102 66660
PROGRAMS
ORIENTATION Orientation Student Union 417 67641
(SOAR)
PARENTS’ GUIDE Student Activities Student Union 101 64386
PARKING Parking Administration 700 E. Elm 64825
PHOTO SERVICES Photographic Services Alumni Center 504 65498
PROGRAMMING & Broadcast Services Strong 153 65472
PRODUCTION
PUBLIC RELATIONS University Relations Carrington 205 65139
PUBLICATIONS Publications Alumni Center 600 64142
RADIO KSMU Strong 102 65878
Broadcast Services
RELIGIOUS ACTIVIES Student Activities Student Union 101 64386
RESIDENCE LIFE Student Housing Directory 65536
& SERVICES Central Office 1001 E. Harrison 65536
Blair-Shannon House 1001 E. Madison 65196
Dogwood Apartments 941 E. Cherry 65410
Elm Street Apartments 912 E. Elm 65410
Freudenberger House 1000 E. Madison 65189
Hammons House 1001 E. Harrison 64907
Hutchens House 1021 E. Harrison 68484
Kentwood Hall 700 E. St. Louis 64818
Scholars House 1116 E. Cherry 68787
156

Sunvilla Towers 833 E. Elm 65410
Wells House 1132 E. Madison 65193
Woods House 1115 E. Monroe 65338
SCHOLARSHIPS Financial Aid Carrington 101 65262
SECURITY OFFICE
EMERGENCIES An emergency is defined as death, serious accident or
critical illness and similar incidents in the immediate
family. If a student cannot be reached at his/her local
residence between 8 a.m. & 5 p.m. Monday through
Friday, call: Student Life & Development 65527
After 5 p.m. or on weekends call: Security Office 65509
MSU TODAY Publications Alumni Center 600 64142
SORORITIES Fraternity & Sorority Life Student Union 101 64386
MISSOURI STATE Publications Alumni Center 600 64142
SPORTS Sports Information Hammons Student 65402
INFORMATION Center 138
STUDENT Student Employment Blair-Shannon 113 65627
EMPLOYMENT Career Services Carrington 309 65636
STUDENT Student Government Student Union 123 65500
GOVERNMENT Association
TELEPHONE Telecommunication Blair 153 68580
SERVICES Services
THEATRE Craig Hall Box Office Craig Hall 67678
PRODUCTIONS
TRANSCRIPTS Records Carrington 202 65519
VETERANS Veterans’ Services Carrington 314 66199
VOLUNTEERING Student Employment Blair-Shannon 113 65627
ZIPCARDS ZipCard Office Student Union 128 68409
157