Areas of Study and Degrees
- B.A. Early Childhood Education
- B.A. Elementary Education
- B.A. Middle School Education (English, Mathematics, Science, Social Science)
- B.A. Secondary Education; Certification areas: Art, English, Foreign Language (French, German, Spanish), Mathematics, Sciences (Biology, Chemistry, Earth Science, Physics) and Social Science
Undergraduate students may also elect to pursue a dual degree between Education and Arts and Sciences. Secondary education majors may earn a B.A. or B.S. degree in a major in the College of Arts and Sciences. Elementary and Early Childhood Education majors may earn a bachelor of liberal arts degree in the College of Arts and Sciences. Contact the advising office of the College of Arts and Sciences for more details.
- Graduate Certificate in Culturally Responsive Pedagogy
- M.A. Curriculum and Instruction; Emphasis Areas: Early Childhood, Elementary, General, Multicultural Education, Subject Matter Specialty and Teaching English as a Second Language
- M.A. Language and Literacy
- M.A. Special Education (Mild/Moderate Cross-Categorical Disabilities)
- Ed.S. Curriculum and Instruction
- Ed.S. Language and Literacy
- Ph.D. Interdisciplinary (Curriculum and Instruction and other disciplines)
Student Academic Assessment Policy
The Council for the Accreditation of Educator Preparation (CAEP), the accreditation body for the School of Education, has standards which require that candidates demonstrate the knowledge, skills and professional dispositions necessary for educators and educational leaders. Assessments of knowledge, skills and professional dispositions occur regularly throughout programs.
At any point during the student's matriculation through the program, the faculty retains the right to review any student behavior that may negatively affect the welfare of others, particularly K-12 students who are served by teacher education. Such a review may result in the student being encouraged to receive additional support and assistance or in not being permitted to continue in the program. The following are offered as examples of such behaviors:
- Failure to maintain academic standards (e.g., 3.0 GPA).
- Academic dishonesty (e.g., cheating, plagiarism).
- Unethical or unprofessional behavior which could include but is not limited to, dishonesty; lack of collegiality, cooperation, or responsibility; inability to handle stress; abrasiveness; or lack of timeliness.
- Behaviors that obstruct the leadership process and/or threaten the welfare of the student or others (e.g., verbal abuse, physical abuse, active substance abuse).
- Failure to comply with established University or Program timetables, requirements, and policies (e.g., failure to meet time limits for completion of degree program).
- Violation of federal, state, or local laws on UMKC premises or at UMKC sponsored or supervised activities.
- Consideration may be given to other circumstances as they arise.
Procedures for Student Evaluation
To protect student interests as well as the rights of faculty to uphold the academic and professional standards of the academic program, the following steps may be taken as part of the academic review process.
- If a concern about student behavior develops within the context of a course or at a field experience, the course instructor and/or field supervisor documents concerns and notifies the student’s faculty advisor. The instructor meets with the student (and the faculty advisor if needed) to outline deficiencies and establish a remedial course of action (if appropriate). Chronological time frames may be established to evaluate performance. Others (i.e., program faculty or professionals and agents outside the university) who have university- related concerns about a student outside of the context of a course may communicate their concerns directly to the appropriate division chair or the Dean’s Office. (Such discussions are governed by the Family Educational Rights and Privacy Act.)
- If the instructor(s) has made a reasonable determination with adequate documentation that a pattern of severe problems exists, he or she recommends additional action be taken. Then the instructor will communicate the concerns, actions taken and their outcomes to the faculty advisor and Division Chair and request a hearing panel be assembled to review the student’s status.
- The student will be informed in writing by the Division Chair of the concerns and a hearing will be set by the Dean’s Office with the program faculty (at least three faculty, in addition to the faculty member filing the complaint, must be present) and the student. An Associate Dean will present the scenario(s) and the student will have a right to respond to the allegations. The hearing panel may ask questions of both parties. The student may bring another person of support to the hearing but this individual may not speak on behalf of the student. The student will receive copies of all written documentation related to the allegations in advance of the hearing. This hearing will determine the student’s status in the program.
- The program faculty will notify the student in writing of the outcome of the hearing and make a recommendation to the Dean.
- The student has a right to appeal the decision of the program faculty and must notify the Dean in writing within ten business days of the faculty decision. Another hearing will take place between the student and the Dean or his/her designee. The Dean reviews the recommendation and conveys a decision to the respective faculty group and the student.
- Students who have been declared ineligible due to unsatisfactory progress or performance may appeal such decisions to the Dean of the School of Graduate Studies, as designee of the Chancellor. This appeal must be made in writing within 14 consecutive days after receipt of the registrar’s notification to the student of the decision. The Dean of the School of Graduate Studies will review the full record of the case and the appeal document.
- The decision of the Graduate Dean, as the Chancellor’s designated representative in such cases, is final and will be communicated in writing to:
- The student
- The graduate faculty review group(s)
- The academic dean
- The registrar
Faculty Scholastic Activity and Research Interests
Faculty in Curriculum and Instruction have a wide variety of experiences and interests. Several faculty members conduct research on achievement and pedogogy for at-risk students, direct grant programs and work intensely and collaboratively in school settings. Faculty emphasize the importance of technology in the classroom and incorporate this content into their work. They are active in national and regional professional associations, in which many hold offices. Faculty in Curriculum and Instruction strive to facilitate high levels of professional development and leadership skills and help their students achieve their educational goals.