College	Health and Education
Department	Emergency Management, Professional Studies and Student Affairs Administration
Program	Emergency Management (BS)
Curriculum Map	https://public.weaveeducation.com/visualize-view/%7B2fd96c5f-e485-466b-a533-f95551544e4c%7D
Program Home	https://www.atu.edu/emergencymanagement/

 

Students who complete the program will demonstrate:

Management Skills

The ability to manage in a wide variety of circumstances, across sectors, at the national, state and local levels, is an important skill for emergency managers. In a balanced approach to education and professional development, emergency managers acquire management and coordination skills, which equip them to deal effectively with people and projects in non-emergency and emergency situations.

Communication Skills

Emergency managers must be able to communicate with a high degree of proficiency both orally and in writing. Excellent communication skills are important for emergency managers on a day-to-day basis. And the ability to communicate effectively under pressure is of the upmost importance.

Leadership & Decision-Making Skills Within a Team Environment

The ability to lead and to make informed, reasoned decisions in a team environment is vital to the success of any endeavor in emergency management. Decisions need to be made with the understanding of their ultimate consequences. With lives and property at stake, it is critical for emergency managers to efficiently collaborate with, and direct the efforts, of others.

Technical Skills, Systems & Standards

The prominence of technology in the field of emergency management necessitates emphasis on technical skills. Computer skills are essential for emergency managers from the most basic to the use of mapping, modeling, simulation, incident planning and management technologies.

Coordination within Political and Social Contexts

Coordination among emergency managers and emergency management entities is essential to effective preparedness, response, recovery and mitigation. Furthermore, emergency managers need to have the ability to coordinate in both political and social contexts. Emergency managers must understand political and bureaucratic aspects of emergency management. Likewise, emergency managers must understand social aspects of emergency management, including social vulnerability reduction.

Comprehensive Emergency Management

Understanding Comprehensive Emergency Management (CEM) and the doctrine on which it is based is foundational for emergency managers. CEM addresses preparedness, response, recovery and mitigation in an all-hazards, multi-discipline approach. The goal of CEM is to achieve resilience and continuity of operations.

Legal & Ethical Contexts

In conjunction with any emergency management endeavor, legal and ethical considerations must made. Therefore, emergency managers must keep abreast of significant legal and ethical issues that affect, or have the potential to affect, the field of emergency management. In addition, emergency managers must insist on ethical behavior toward all members of the community and disaster victims, in particular.

Theory, Practical Application and Research

Emergency Management is a discipline of theory and practice theory informs practice and practice informs theory. Emergency management students: study the disciplines existing body of knowledge; practice emergency management based upon that knowledge; and in turn, contribute to the body of knowledge through theoretical and applied research.

College	Health and Education
Department	Emergency Management, Professional Studies and Student Affairs Administration
Program	Emergency Management & Homeland Security (MS)
Curriculum Map	https://public.weaveeducation.com/visualize-view/%7B730bffb1-fd0e-4772-a04e-db6c0d667921%7D
Program Home	https://www.atu.edu/emergencymanagement/

Students who complete the program will demonstrate:

Specialized Knowledge

Emergency Management Framework/Principles/Body of Knowledge

• Apply appropriate theories, concepts, policies, and emergency management measures to multiple emergency and disaster context.
• Summarize and apply the idea of extremism and the role it plays.
• Identify a research topic area and develop a feasible research question.
• Develop an empirically based introduction and literature review in support of selected research topic and question.
• Apply theoretical knowledge of social science methodology to conduct scientific research with practical application in the field.
• Apply the systematic process of scientific data collection and analysis to a personal research project supported by the EMHS body of knowledge.

Disaster and Homeland Security Risk Management

• Examine the future challenges and opportunities pertaining to the emergency management field.
• Effectively define terrorism
• Apply the systematic process of scientific research to a personal research project.
• Explain clearly the interactions of political, economic, social, built and physical environmental systems as disaster risk triggers; apply risk management principles to a specific situation; and assessing shifts in risk due to changing vulnerability utilizing a risk management framework.
• Apply the systematic process of scientific information collection and analysis to a personal research project to meet a need within the practical field and supported by the EMHS body of knowledge.
• Apply the systematic process of scientific data collection and analysis to a personal research project supported by the EMHS body of knowledge.

Broad and Integrative Knowledge

Scientific Literacy

• Apply the systematic process of scientific research to a personal research project.
• Evaluate how information technologies may be effectively applied in all phases of emergency management.
• Synthesize research and theoretical literature related to an EM topic to produce a new body of knowledge.
• Analyze needs of practical environment and develop a product to address an identified need using appropriate techniques supported by the EMHS body of knowledge.
• Collect and analyze data using appropriate software and techniques supported by the EMHS body of knowledge.

Geographic Literacy

• Have a working knowledge of terrorism and its history.
• Apply systematic and spatial reasoning to a community risk reduction problem.
• Develop in-depth understanding of fundamental geospatial concepts, including geospatial data collection, mapping, and spatial analysis.
• Evaluate the value of their project and the resulting product and identify the communities and geographical regions to which their findings apply.
• Evaluate the value of their study and identify the communities and geographical regions to which their findings apply.

Sociocultural Literacy

• Apply appropriate theories, concepts, policies, and emergency management measures to multiple emergency and disaster context.
• Distinguish among the many organizations and communities involved in the multiple aspects of emergency management.
• Explain how political and legal processes can impact disaster preparedness, mitigation, response, and recovery.
• Demonstrate fairness and respect toward people with different customs, backgrounds, and beliefs within the community.
• Evaluate the value of their project and the resulting product and identify the communities and geographical regions to which their findings apply.
• Evaluate the quality and meaning of their study. Demonstrate the place within EMHS systems in which their research impacts.

Technological Literacy

• Apply Geographic Information Systems to hazard processes and risk assessment.

Intellectual Skills

Critical Thinking

• Differentiate effective emergency management leadership within daily operations from leadership in a complex crisis.
• Analyze and evaluate quality peer-reviewed research articles. Differentiate scientific research from other forms of publications.
• Develop and complete a research project related to hazard analysis using geospatial technology beginning with problem identification and concluding with results documentation and presentation.
• Apply scientific skills and methods of social science research, including the gathering, analysis, interpreting, and updating the data; and articulate policy implications from the data.
• Evaluate the quality and implementation of their developed product. Apply these finding within the EMHS framework and body of knowledge.
• Evaluate the quality and meaning provided by the data analysis. Apply these findings within the EMHS framework and body of knowledge.

Professional Ethics

• Examine the social and ethical responsibilities of leadership in EMHS.
• Be able to interpret the governmental homeland security.
• Apply research ethics to research process and the use of human subjects.
• Differentiate various ethical and legal principles and theories.
• Introduce ethical and legal considerations into a stakeholder discussion.
• Demonstrate professional ethics by conducting an inquiry in a professional manner by following APA guidelines.
• Apply research ethics to research process and the use of human subjects.

Applied & Collaborative Learning

Systems Literacy

• Articulate the opportunities and challenges of EMHS leadership in an interconnected and interdependent world.
• Differentiate and interpret emergency management policies, the types of hazards that threaten the United States, and the measures to mitigate, prepare, respond, and recover from such hazards.
• Effectively apply knowledge to border security, immigration and customs enforcement.
• Evaluate the quality and meaning of their project and product. Demonstrate the place within EMHS systems in which their product impacts.
• Evaluate and recommend future research and practical applications at the final stage of their thesis study.

Leadership

• Compare and contrast leadership and management characteristics.
• Differentiate effective emergency management leadership within daily operations from leadership in a complex crisis.
• Apply appropriate theories, concepts, policies, and emergency management measures to multiple emergency and disaster context.
• Demonstrate respect for diversity of thought.

Civic & Global Learning

Continual Learning

• Generate strategic ideas to promote organizational learning as applied to EMHS policies and operations.
• Analyze and evaluate quality peer-reviewed research articles. Differentiate scientific research from other forms of publications.
• Demonstrate graduate collegiate writing skills and apply APA 6 formatting to all written work with appropriate in-text citations, empirical support, and no plagiarism.
• Conduct a collaborative inquiry in a group project;
• Review and assess research journal articles to ascertain support for research finding and what that means for decision making in practice.
• Evaluate and recommend future research and practical applications as the final stage of their practical project.
• Demonstrate graduate collegiate writing skills to support dissemination of findings to the EMHS academic and practitioner communities. Apply APA 6 formatting to all written work with appropriate in-text citations, empirical support, and no plagiarism.

Community Engagement

• Distinguish among the many organizations and communities involved in the multiple aspects of emergency management.
• Maintain communication and engagement with existing community stakeholders.
• Demonstrate graduate collegiate writing skills to support dissemination of findings to the EMHS academic and practitioner communities. Apply APA 6 formatting to all written work with appropriate in-text citations, empirical support, and no plagiarism.

Governance and Civics

• Be able to interpret the governmental homeland security.
• Maintain communication and engagement with existing community stakeholders.
• Simulate bringing a wide range of stakeholders together to address a disaster risk issue.

College	Health and Education
Department	Emergency Management, Professional Studies and Student Affairs Administration
Program	Professional Leadership (CP)
Curriculum Map
Program Home	https://www.atu.edu/etech/online-prostudies.php

 

Students who complete the program will demonstrate:

 

College	Health and Education
Department	Emergency Management, Professional Studies and Student Affairs Administration
Program	Organizational Leadership (BA)
Curriculum Map	https://public.weaveeducation.com/visualize-view/%7B6bb36e21-07d4-47ff-853c-f0e17c854b98%7D
Program Home	https://www.atu.edu/etech/online-prostudies.php

 

Students who complete the program will demonstrate a knowledge of:

• leadership theory
• leadership development
• supervision
• workplace learning and communication
• non-profit leadership and community development
• globalization and diversity
• organizational change

College	Health and Education
Department	Emergency Management, Professional Studies and Student Affairs Administration
Program	Applied Science (BAS)
Curriculum Map	https://public.weaveeducation.com/visualize-view/%7Beb370e34-6ce8-4924-bd35-5865b5cb2d60%7D
Program Home	https://www.atu.edu/etech/online-prostudies.php

 

Students who complete the program will demonstrate:

• Communication: Proficiency of written communication skills for a variety of audiences.
• Critical Thinking and Problem Solving: Analyzing and evaluating evidence to deliver data-driven solutions.
• Analytical Skills: Developing conclusions through quantitative and qualitative reasoning.
• Ethics: Applying ethical principles in personal, professional, and societal contexts.
• Diversity: Demonstrating understanding and consideration of diverse cultural perspectives and intercultural complexities.
• Teamwork: Demonstrating teamwork fundamentals through participation and engagement.
• Technical Expertise: Demonstrating proficiency in project management, computer literacy, technology, financial management, and knowledge application.
• Leadership and Management: Applying leadership and management strategies in professional settings, to include human resources management, conflict management, and conflict resolution.

College	Health and Education
Department	Emergency Management, Professional Studies and Student Affairs Administration
Program	Professional Studies (BPS)
Curriculum Map
Program Home	https://www.atu.edu/etech/online-prostudies.php

 

Students who complete the program will demonstrate:

• Communication: Student will demonstrate competency in public presentation and written communication skills.
• Research: Student will apply empirical research to recommend relevant strategies for solving problems. 
• Leadership/Critical Thinking: Student will assume a leadership role in identifying and addressing issues in a real-world environment.
• Project Management: Student will create, plan, and implement relevant strategies needed to develop a business proposal.

College	Health and Education
Department	Emergency Management, Professional Studies and Student Affairs Administration
Program	Student Affairs Administration (MS)
Curriculum Map	https://public.weaveeducation.com/visualize-view/%7B334d625d-62de-4d0e-8bca-02ebab677efb%7D
Program Home	https://www.atu.edu/saa/index.php

 

Students who complete the program will:

• Demonstrate professional behavior in carrying out student services work.
• Develop the ability to obtain employment in the field of student services.
• Perform at the same level online as on campus in terms of academic achievement.
• Demonstrate satisfiction with the SAA program.
• Demonstrate mastery and application of foundational and professional studies.

College	Health and Education
Department	Emergency Management, Professional Studies and Student Affairs Administration
Program	Advising Certificate (GC)
Curriculum Map
Program Home	https://www.atu.edu/saa/index.php

 

Upon completion of the program students will be able to:

• Assess the developmental needs of students and organizational needs of student groups.
• Seek opportunities to expand one’s own knowledge and skills in helping students with specific concerns (e.g., relationship issues, navigating systems of oppression, or suicidality) as well as interfacing with specific populations within the college student environment (e.g., student veterans, low-income students, etc.).

College	Health and Education
Department	Kinesiology and Rehabilitation Science
Program	Health & Physical Education (BS)
Curriculum Map
Program Home	https://www.atu.edu/krs

 

Students who complete the program will meet the following National Association for Sport and Physical Education (NASPE) standards:

STANDARD 1: SCIENTIFIC & THEORETICAL KNOWLEDGE

Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals.

ELEMENTS TEACHER CANDIDATES WILL:

1. Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness.
2. Describe and apply motor learning and psychological/behavioral theory related to skillful movement, physical activity, and fitness. 
3. Describe and apply motor development theory and principles related to skillful movement, physical activity, and fitness.
4. Identify historical, philosophical, and social perspectives of physical education issues and legislation.
5. Analyze and correct critical elements of motor skills and performance concepts.

STANDARD 2: SKILL & FITNESS BASED COMPETENCE*

Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health enhancing fitness as delineated in the NASPE K 12 Standards.

ELEMENTS TEACHER CANDIDATES WILL:

1. Demonstrate personal competence in motor skill performance for a variety of physical activities and movement patterns.
2. Achieve and maintain a health-enhancing level of fitness throughout the program.
3. Demonstrate performance concepts related to skillful movement in a variety of physical activities. * Without discrimination against those with disabilities, physical education teacher candidates with special needs are allowed and encouraged to utilize a variety of accommodations and/or modifications to demonstrate competent movement and performance concepts (modified/adapted equipment, augmented communication devices, multi-media devices, etc.) and fitness (weight training programs, exercise logs, etc.).

STANDARD 3: PLANNING & IMPLEMENTATION

Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse needs of all students.

ELEMENTS TEACHER CANDIDATES WILL:

1. Design and implement short and long term plans that are linked to program and instructional goals as well as a variety of student needs.
2. Develop and implement appropriate (e.g., measurable, developmentally appropriate, performance based) goals and objectives aligned with local, state, and /or national standards.
3. Design and implement content that is aligned with lesson objectives.
4. Plan for and manage resources to provide active, fair, and equitable learning experiences.
5. Plan and adapt instruction for diverse student needs, adding specific accommodations and/or modifications for student exceptionalities.
6. Plan and implement progressive and sequential instruction that addresses the diverse needs of all students.
7. Demonstrate knowledge of current technology by planning and implementing learning experiences that require students to appropriately use technology to meet lesson objectives.

STANDARD 4: INSTRUCTIONAL DELIVERY & MANAGEMENT

Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning.

ELEMENTS TEACHER CANDIDATES WILL:

1. Demonstrate effective verbal and non-verbal communication skills across a variety of instructional formats.
2. Implement effective demonstrations, explanations, and instructional cues and prompts to link physical activity concepts to appropriate learning experiences.
3. Provide effective instructional feedback for skill acquisition, student learning, and motivation.
4. Recognize the changing dynamics of the environment and adjust instructional tasks based on student responses.
5. Utilize managerial rules, routines, and transitions to create and maintain a safe and effective learning environment.
6. Implement strategies to help students demonstrate responsible personal and social behaviors in a productive learning environment.

STANDARD 5: IMPACT ON STUDENT LEARNING

Physical education teacher candidates utilize assessments and reflection to foster student learning and inform instructional decisions.

ELEMENTS TEACHER CANDIDATES WILL:

1. Select or create appropriate assessments that will measure student achievement of goals and objectives.
2. Use appropriate assessments to evaluate student learning before, during, and after instruction.
3. Utilize the reflective cycle to implement change in teacher performance, student learning, and/or instructional goals and decisions.

STANDARD 6: PROFESSIONALISM

Physical education teacher candidates demonstrate dispositions essential to becoming effective professionals.

ELEMENTS TEACHER CANDIDATES WILL:

1. Demonstrate behaviors that are consistent with the belief that all students can become physically educated individuals.
2. Participate in activities that enhance collaboration and lead to professional growth and development.
3. Demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers.
4. Communicate in ways that convey respect and sensitivity

College	Health and Education
Department	Kinesiology and Rehabilitation Science
Program	Strength & Conditioning (MS)
Curriculum Map	https://public.weaveeducation.com/visualize-view/%7B23e001db-2050-4937-bef1-8ba31a4a2ab2%7D
Program Home	https://www.atu.edu/krs/

 

Students who complete the program will:

• Demonstrate the necessary scientific knowledge to be effective strength coaches.
• Demonstrate the practical knowledge & skills to be effective strength coaches.
• Demonstrate integrated scientific knowledge & practical knowledge / skills in a successful research or creative project or internship.

College	Health and Education
Department	Kinesiology and Rehabilitation Science
Program	Rehabilitation Science (BA)
Curriculum Map	https://public.weaveeducation.com/visualize-view/%7B833aba5f-3691-4923-b8ba-edbc910ceac8%7D
Program Home	https://www.atu.edu/degrees/bachelors/rehabilitation-science.php

 

Students who complete the program:

• should demonstrate oral and written communication skills at an acceptable level and express satisfaction with such abilities.
• will express interest in and increase participation in professional presentation and research symposiums. 
• will increase interest in and seeking acceptance into graduate programs. 
• will be able to advocate and conceptualize a case from intake to placement. This will be demonstrated by completion of case studies, role plays, and field work activities and the evaluation of such activities. Students, graduates, graduate school advisors, and field work supervisors will be surveyed to determine satisfaction with these competencies. 
• will participate in research class projects and presentations, submit presentations and posters to professional conferences, and participate as a learned in professional training opportunities. 
• will receive quality advising regarding graduate school opportunities. Students will be carefully matched with their abilities and graduate school programs. Faculty monitor the number of students who express interest in graduate school.

College	Health and Education
Department	Emergency Management, Professional Studies and Student Affairs Administration
Program	RN to BSN
Curriculum Map	https://public.weaveeducation.com/visualize-view/%7B12d47384-0b43-49fc-9fbf-d7a650dde688%7D
Program Home	https://www.atu.edu/nursing/

 

Students who complete the program will demonstrate:

1. Applies knowledge, skills and abilities to the provision of safe, competent patient care.
2. Demonstrate, culturally sensitive caregiving, communication, teaching, advocacy, and management of diverse patient populations and settings.
3. Utilizes research evidence and technology to improve the quality and safety of patient care.
4. Collaborates with interprofessional health care teams in the delivery of patient care.
5. Demonstrates academic achievement and professional growth.

College	Health and Education
Department	Emergency Management, Professional Studies and Student Affairs Administration
Program	Nursing (BSN)
Curriculum Map	https://public.weaveeducation.com/visualize-view/%7B8780eae8-dda0-41ec-91e1-0d513ebd729a%7D
Program Home	https://www.atu.edu/nursing/

 

Students who complete the program will demonstrate:

1. Applies knowledge, skills and abilities to the provision of safe, competent patient care.
2. Demonstrate, culturally sensitive caregiving, communication, teaching, advocacy, and management of diverse patient populations and settings.
3. Utilizes research evidence and technology to improve the quality and safety of patient care.
4. Collaborates with interprofessional health care teams in the delivery of patient care.
5. Demonstrates academic achievement and professional growth.

College	Health and Education
Department	Emergency Management, Professional Studies and Student Affairs Administration
Program	Nursing (MSN)
Curriculum Map
Program Home	https://www.atu.edu/nursing/

 

Students who complete the program will demonstrate:

1. Participate in research, disseminate results, and incorporate research findings into the role of nurse administrator.
2. Assume leadership roles in managing care in a variety of settings, develop emergency/disaster response plans, and influence healthcare policy.
3. Communicate effectively to provide cost effective ethically responsible healthcare to culturally diverse populations.
4. Assess educational needs of staff, emergency medical personnel, and others related to mass casualty incidents; plan and implement programs specific to those needs; provide leadership in knowledge development and the evaluation of educational programs.

College	Health and Education
Department	Teaching and Educational Leadership
Program	Early Childhood Education (AS)
Curriculum Map
Program Home	https://www.atu.edu/degrees/associates/early-childhood-education.php

 

Students who complete the program will demonstrate:

• Knowledge and understanding of child development and learning
• Know about, understand, and value the role of a child's family, culture, and community in children's lives
• Work cooperatively with parents, using an understanding of the family as a context for young children's development
• Knowledge, skills, and dispositions of a reflective early childhood practitioner
• Knowledge of health, safety, nutrition, and administrative guidelines
• Develop a thorough understanding of child development and the value of play in children's learning
• Design developmentally-appropriate curriculum and classroom practices
• Adhere to ethical practices in the field of early childhood education

College	Health and Education
Department	Teaching and Educational Leadership
Program	Elementary Education (BS)
Curriculum Map
Program Home	https://www.atu.edu/degrees/bachelors/elementary-education.php

 

College	Health and Education
Department	Teaching and Educational Leadership
Program	Middle Level Education (BS)
Curriculum Map
Program Home	https://www.atu.edu/degrees/bachelors/middle-level-education.php

College	Health and Education
Department	Teaching and Educational Leadership
Program	Secondary Education (BS)
Curriculum Map
Program Home	https://www.atu.edu/catalog/current/undergraduate/colleges/education_health/teaching_ed_leadership/secondary_ed/index.php

College	Health and Education
Department	Teaching and Educational Leadership
Program	Teaching (MAT)
Curriculum Map
Program Home	https://www.atu.edu/degrees/graduate/ma-teaching.php

 

Upon completion of the program students will be able to:

• understand and utilize instructional planning and design learning opportunities based on knowledge of students, content, and curriculum goals.
• use a variety of instructional strategies to encourage student’s development of critical thinking, problem-solving, and performance skills
• understand individual and group motivation and behavior and student’s developmental levels, and will create learning environments that encourage positive social interaction active engagement in learning, intrinsic motivation, and self-esteem
• plan effective teaching and learning for diverse learners.
• understand and apply various forms of formal and informal assessment strategies
• demonstrate effective integration of technology
• apply effective teaching and learning experiences during clinical practice (Internship) in their specific teaching/licensure field

College	Health and Education
Department	Teaching and Educational Leadership
Program	Instructional Design and Technology  (MEd)
Curriculum Map
Program Home	https://www.atu.edu/degrees/graduate/instructional-technology-design-technology.php

 

Students who complete the program will:

• Use technology tools and information resources to increase productivity, promote creativity, and facilitate academic learning;
• Collaborate in constructing technology enhanced models, preparing publications, and producing other creative works using productivity tools;
• Use technology to locate, evaluate, and collect information from a variety of sources;
• Demonstrate an understanding of the legal, ethical, cultural, and societal issues related to the diverse needs of students;
• Design and teach technology enhanced learning activities that connect content standards with student technology standards and meet the diverse needs of learners;
• Develop a portfolio of technology-based products from coursework, including the related assessment tools;
• Identify technology related legal and ethical issues, including copyright, privacy, and security of technology systems, data, and information;
• Design and teach a coherent sequence of learning activities that integrates appropriate use of technology resources to enhance student academic achievement and technology proficiency by connecting district, state, and national curriculum standards with student technology standards;
• Select and apply suitable productivity tools to complete educational and professional tasks;
• Demonstrate a sound understanding of the nature and operation of technology systems;
• Integrate technology effectively into curricula and instruction; and
• Use technology effectively to collect, manage and analyze date to improve teaching and learning.

College	Health and Education
Department	Teaching and Educational Leadership
Program	Special Education K-12 (MEd)
Curriculum Map
Program Home	https://www.atu.edu/degrees/graduate/special-education-k12.php

 

SPECIAL EDUCATION: Students who complete the Special Education Programs, (Masters in Special Education, Special Education K-12 Endorsement, Special Education Resource Endorsement, Special Education, B-K) will achieve the following skills:

• Understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
• Apply knowledge of normative developmental sequences and variations, individual differences within and across the range of abilities, including developmental delays and disabilities.
• Create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.
• Use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities. Plan and implement systematic, evidence-based, responsive interactions, interventions, and instruction to support all children’s learning and development across all developmental and content domains. 

College	Health and Education
Department	Teaching and Educational Leadership
Program	Special Education K-12 (MEd with Dyslexia Endorsement)
Curriculum Map
Program Home	https://www.atu.edu/degrees/graduate/k12-dyslexia-endorsement.php

 

SPECIAL EDUCATION: Students who complete the Special Education Program with an endorsement in K12 Dyslexia will demonstrate the following skills:

• Understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
• Apply knowledge of normative developmental sequences and variations, individual differences within and across the range of abilities, including developmental delays and disabilities.
• Create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.
• Use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities. Plan and implement systematic, evidence-based, responsive interactions, interventions, and instruction to support all children’s learning and development across all developmental and content domains. 

College	Health and Education
Department	Teaching and Educational Leadership
Program	Instructional Technology - Library Media Specialist (Online) (MEd)
Curriculum Map
Program Home	https://www.atu.edu/degrees/graduate/instructional-technology-lib-media-specialist.php

 

Students who complete the program will:

• Articulate and model the ethical practices of librarianship, as expressed in the foundational documents of the library profession including the American Library Association Code of Ethics and the Library Bill of Rights.
• Cultivate the educational and personal development of all members of a learning community, including those with diverse intellectual abilities, learning modalities, and physical variabilities.
• Design and deliver instruction that integrates the National School Library Standards considering learner development, diversity, and differences.
• Model cultural competence and respect for inclusiveness.
• Develop strategies and skills to create both physical and virtual learner-centered environments that are engaging and equitable. 
• Collaborate with members of the learning community to design developmentally and culturally responsive resource-based learning experiences that supports content-based instruction.
• Use multiple methods of assessment to engage learners in their own growth.
• Demonstrate knowledge of children’s and young adult literature that addresses the diverse developmental, cultural, social, and linguistic needs of all learners.
• Model, promote, and teach critical-thinking and the inquiry process by using multiple literacies.
• Articulate, communicate, model, and teach digital citizenship.
• Facilitate and advocate for flexible, open access to library resources and services according to the ethical codes of the profession.
• Make effective use of data to assess programs, policies, and resources.
• Demonstrate knowledge of evaluation criteria and selection tools to develop, curate, organize, and manage a collection designed to meet the diverse curricular and personal needs of the learning community.
• Lead and collaborate with members of the learning community to effectively design and implement solutions that positively impact learner growth and strengthen the role of the school library.
• Design and deliver professional development.

Learning Outcomes Based on the ALA/AASL/CAEP School Librarian Preparation Standards

College	Health and Education
Department	Teaching and Educational Leadership
Program	Graduate Certificate in Online Learning (GC)
Curriculum Map
Program Home	https://www.atu.edu/ci/

 

Students who complete the program will be able:

1. To apply the current best practices and strategies in online teaching to create rich and meaningful experiences for students
2. To build learner capacity for collaboration in face-to-face, blended, and online environments and encourages students to participate as global citizens
3. To identify, select and use a variety of online tools for communication, productivity, collaboration, analysis, presentation, research, and online content delivery as appropriate to the content area, student needs and state and national standards.
4. To use student-centered instructional strategies that are connected to real-world applications to engage students in learning (e.g., peer-based learning, inquiry-based activities, collaborative learning, discussion groups, self-directed learning, case studies, small group work, and guided design
5. To use differentiated strategies in conveying ideas and information, and is able to assist students in assimilating information to gain understanding and knowledge based on different learning needs.
6. To use student data to inform instruction, guide and monitor students’ management of their time, monitor learner progress with available tools, and develop an intervention plan for unsuccessful learners.
7. Incorporate and comply with FERPA or other similar guidelines in AUP and course design and communicate privacy guidelines to students.

College	Health and Education
Department	Teaching and Educational Leadership
Program	K-12 Literacy (MEd)
Curriculum Map
Program Home	https://www.atu.edu/degrees/graduate/med-k12-literacy.php

 

Students who complete the program will demonstrate:

• Systematic and research-based understanding of Dyslexia
• Knowledge in phonological and phonemic awareness, sound and symbol relationships, alphabet knowledge, decoding skills rapid naming skills and encoding skills
• Fluency in the Response to Intervention (RTI) process.
• Fluency in determining and designing appropriate interventions that are systematic multi-sensory and evidence based.
• Knowledge of the theoretical, historical, and evidence-based foundations of literacy and language.
• Knowledge of research, relevant theories, pedagogies, essential concepts of diversity and equity.
• Skill in administrating and analyzing screening data.
• Understanding of the role of literacy professionals in schools
• The use of foundational knowledge to critique and implement literacy curricula to meet the needs of all learners and to design, implement and evaluate evidence-based literacy instruction for all learners.

College	Health and Education
Department	Teaching and Educational Leadership
Program	Teaching, Learning, and Leadership (MEd)
Curriculum Map
Program Home	https://www.atu.edu/degrees/graduate/teaching-learning-leadership.php

 

Students who complete the program will exhibit the following ISLLC 2008 Standards:

1. An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.
2. An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
3. An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.
4. An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.
5. An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.
6. An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context

College	Health and Education
Department	Teaching and Educational Leadership
Program	Educational Leadership (MEd)
Curriculum Map
Program Home	https://www.atu.edu/degrees/graduate/educational-leadership.php

 

STATE/NATIONAL STANDARDS
ATU’s Educational Leadership (EDLD) program reflects the National Educational Leadership Preparation (NELP) Building Level Standards ¹ as well as the Arkansas Department of Elementary and Secondary Education Competencies for P-12 School Level Principals. ²

LEARNING OBJECTIVES
As school leaders, students who complete the EDLD program will demonstrate the capacity to promote the success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to:

1) ... collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community. (NELP 1.0)

2) ... understand and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms. (NELP 2.0)

3) ... develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture. (NELP 3.0)

4) ... evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment. (NELP 4.0)

5) ... engage families, community, and school personnel to strengthen student learning, support school improvement, and advocate for the needs of their school and community. (NELP 5.0)

6) ... improve management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations. (NELP 6.0)

7) ... build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning. (NELP 7.0)

8) ... successfully complete an internship that provides coherent, authentic, and sustained opportunities to synthesize and apply the knowledge and skills identified in NELP standards 1–7. (NELP 8.0)

¹ NPBEA. (2018). National Educational Leadership Preparation (NELP) Program Standards - Building Level. Retrieved from: www.npbea.org.

² https://dese.ade.arkansas.gov/Files/20201105155704_P-12_Administrator-School_Level_Competencies_09_24_2019.pdf 

College	Health and Education
Department	Teaching and Educational Leadership
Program	School Counseling & Leadership (MEd)
Curriculum Map
Program Home	https://www.atu.edu/degrees/graduate/school-counseling-leadership.php

 

Students who complete the program will exhibit the following:

1. The school counselor understands the central concepts, tools of inquiry, and structures of the discipline, and can create experiences that support the learning process for students.
2. The school counselor plans a school counseling program that is comprehensive in scope and developmental in nature.
3. The school counselor plans counseling services that facilitate student development in academic, career, and personal/social domains.
4. The school counselor exhibits human relations skills which support the development of human potential.
5. The school counselor works collaboratively with school colleagues, parents/guardians, and the community to support students' learning and well-being..

College	Health and Education
Department	Teaching and Educational Leadership
Program	Educational Leadership (EdS)
Curriculum Map
Program Home	https://www.atu.edu/degrees/graduate/education-specialist.php

 

Students who complete the program will demonstrate:

• Program completers understand and demonstrate the capacity to collaboratively design, communicate, and evaluate a district mission and vision that reflects a core set of values and priorities that include data use, technology, values, equity, diversity, digital citizenship, and community.
• Program completers understand and demonstrate the capacity to lead district strategic planning and continuous improvement processes that engage diverse stakeholders in data collection, diagnosis, design, implementation, and evaluation.
• Program completers understand and demonstrate the capacity to reflect on, communicate about, and cultivate professional dispositions and norms (i.e., equity, fairness, integrity, transparency, trust, collaboration, perseverance, reflection, lifelong learning, digital citizenship) and professional district and school cultures.
• Program completers understand and demonstrate the capacity to evaluate and advocate for ethical and legal decisions.
• Program completers understand and demonstrate the capacity to model ethical behavior in their personal conduct and relationships and to cultivate ethical behavior in others.
• Program completers understand and demonstrate the capacity to evaluate, cultivate, and advocate for a supportive and inclusive district culture.
• Program completers understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable access to safe and nurturing schools and the opportunities and resources, including instructional materials, technologies, classrooms, teachers, interventions, and adult relationships, necessary to support the success and well-being of each student.

College	Health and Education
Department	Teaching and Educational Leadership
Program	Educational Leadership (EdD)
Curriculum Map
Program Home	https://www.atu.edu/degrees/graduate/edd-school-leadership.php

 

Students who complete the program will demonstrate:

Learning Outcome 1: Students will demonstrate effective oral communication skills.

The dissertation chair and all committee members will complete the Oral Communication Rubric at each student's dissertation defense meeting. The rubric was created by the CLL EdD faculty in the 2018-2019 school year. The program goal is that 95% of students will meet or exceed expectations for this outcome (as measured by the Oral Communication Rubric).

Learning Outcome 2: Students will demonstrate effective written communication skills.

The dissertation chair and all committee members will complete the Written Communication Rubric at each student's dissertation defense meeting. The rubric was created by the CLL EdD faculty in the 2018- 2019 school year. The program goal is that 90% of students will meet or exceed expectations for this outcome (as measured by the Written Communication Rubric).

Learning Outcome 3: Students will demonstrate appropriate ethical reasoning skills.

Two EdD faculty will assess the Final Paper from the EDLD 8053 Ethics and Values course using the Ethical Reasoning Rubric. The papers will be anonymized (i.e., student's names/identifying information removed) before the assessment is completed. The rubric was created by the CLL EdD faculty in the 2018-2019 school year. The program goal is that 100% of students will meet or exceed expectations for this outcome (as measured by the Ethical Reasoning Rubric).

Learning Outcome 4: Students will demonstrate effective research skills.

The dissertation chair and all committee members will complete the Research Skills Rubric at each student's dissertation defense meeting. The rubric was created by the CLL EdD faculty in the 2018-2019 school year. The program goal is that 90% of students will meet or exceed expectations for this outcome (as measured by the Research Skills Rubric)