Teacher Preparation Program

  1. Art Education Mission Statement
  2. The Art Education Professional Program
  3. Statistics
  4. Technology Operations & Concepts Plan
  5. College for Creative Studies Technology Report

Art Education Mission Statement

The Art Education program at CCS combines an internationally recognized BFA degree with dynamic and innovative teacher preparation courses. In keeping with the CCS mission of producing the finest artists in their respective fields, the Art Education Department prepares teacher candidates to be leaders in diverse educational communities and beyond through a rigorous professional program in content and pedagogy that fosters a love of teaching and learning, understanding of learner-centered needs, and mastery of studio/classroom best practices.


CCS Art Education students will be prepared to design and deliver age appropriate K-12 visual art and design curricula that address the needs of a rapidly evolving technologically based society, as well as understanding the underpinnings of visual art as a corner stone in the American education system.

AE graduates must be able to:

  • draw and teach concepts of observation and perspective drawing
  • construct and teach concepts of 2-D composition applying the elements and principles of art and design 
  • Apply and teach concepts of 3-D design
  • Create and teach visual composition in traditional and digital formats
  • Organize and construct written lesson plans
  • Verbally communicate ideas and concepts
  • Discern and Integrate concepts of art in math, social science, natural science, and English language arts


Quantifiable Goals: The institution must set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Department of Education or by the state education agency.

The College For Creative Studies offers teacher certification in one content area, Visual Arts Education. The College sets annual enrollment goals for the Art Education Program, which has been met. Since the program’s inception in 2005 the number of Art Education graduates have grown steadily ranging from 7 in 2008/09 to a total of 83 as of 2015. CCS Art Education Program currently has 33 students admitted into the Art Education Department. Art education is not a designated teacher shortage area by the Michigan Department of Education.

Assurances: The institution must provide assurances to the Department of Education regarding training related identified needs of local education agencies or states and the needs of schools, training of special education teachers, training in providing instruction to diverse populations, and training to effectively teach in urban and rural schools, as applicable.

Located in the heart of Detroit CCS prepares art education teachers for initial certification in visual arts education in grades Kindergarten through 12. Upon completion of the program our graduates are qualified to teach art education in urban, suburban, public and private institutions.

The Art Education Department partners with a grade 6 through 12 charter school the Henry Ford Academy: School For Creative Studies (HFA: SCS) located on our campus. Serving students from the surrounding Detroit neighborhood HFA: SCS provides a rich learning experience for early teacher training. CCS Art Education students complete at least 85 of their 120 required hours of field experience in our charter school.

Additionally, CCS Art Education students complete a minimum of 10 hours of field experience/practicum at a facility for children with special needs during their course of study.

Art Education students are also required to complete 20 hours of Service Learning, in community centers, neighborhood schools, or special programs designed to serve the needs of the immediate community. To complete their directed teaching experience students are placed in urban and suburban schools in the Metropolitan Detroit Area. Currently our students are placed in such diverse urban and suburban communities as Detroit, Dearborn, Livonia, Rochester, Plymouth-Canton, and Warren.

MTTC Pass rate

College For Creative Studies Michigan Test For Teacher Certification LQ 095 Visual Arts Education Initial and Cumulative pass rate for program year August 2013 – July 2014 was 100%.

Program Information – admissions criteria

Post-Graduate Admittance Policy

All post-graduate students are required to complete the 27 credit CCS Art Education Professional. Program including Service Learning, 115 hours of Field Service, and take all required Michigan Tests for Teacher Certification (MTTC) as described in Tiers I and II below.

Post-graduate students are considered Teaching Certification (TC) candidates, obtaining their Art Education LQ teaching endorsement only. If they have earned a BFA degree from CCS or an Association of Independent Colleges of Art and Design (AICAD) institution their BFA degree is accepted without a portfolio review. Students seeking admittance with an earned BFA degree from an accredited private or state college or university will have to submit a portfolio for review by the Chair of the Art Education Department and the Director of Admissions.

Once accepted, the Chair of the Art Education Department will review the student’s transcripts to appropriately place undergraduate credits. Post-graduate students must have passed courses in one Science (3 hours), two Social Science (6 hours), three English (9 hours), and four Art History (12 hours), which could include 3 credits in aesthetics and 3 credits in art criticism, as approved by the Chair of the Art Education Department.

Additionally, course work must include 26 hours of studio art or design, including 18 hours of Foundations and Studio Art as well as 8 hours of advanced level art courses (300 level or above) in one studio area, as required by Michigan State LQ standards. Acceptance of course credit and credit based on portfolio review is defined below and up to the discretion of the Chair of the Art Education Department.

Most post-graduate students can complete the CCS Art Education professional program in three or four semesters depending on the number of undergraduate or studio courses required to meet the Michigan State entry level teaching standards. Typically, 27 to 33 credits are required to complete the program including one semester of Directed Teaching (Student Teaching) worth 12 credits.

Alternate Means To Attain Credits: College Level Examinations Program(CLEP)

CLEP tests the student’s general knowledge in one of more than 33 subjects; information on these tests is available online at www.collegeboard.com/clep. CLEP exams cost approximately $80. A satisfactory score will earn the student 3 college credits in the subject area of the test. The Art Education Department is willing to accept CLEP credit for up to two liberal arts courses. If a student wishes to take a CLEP examination to test out of one or more of their courses, he/she must receive approval from both the Registration Office and the Art Education Department prior to taking the test. Without such approval, the student may not receive credits for the tests taken and passed.

Portfolio Review For Credit

It may be possible for students to receive credits toward required studio courses based on portfolio review. The Art Education Department is willing to grant credit by portfolio review only on a limited basis. Students wishing to have their portfolios reviewed should contact the Chair of the Art Education Department to set an appointment.

Sequential 3 Tier Program Process Design

The Art Education professional program is designed in a sequential 3 Tier process including Pre-Admission and the Orientation Packet, Professional Program, and Directed Teaching (Student Teaching).


Pre-Admission and the Orientation Packet

At this level students are introduced to the teaching profession. Tier I includes all of the preadmittance requirements necessary for entry into the Art Education Professional Program, thus becoming a Candidate for the State of Michigan LQ Visual Arts Education Endorsement.

Each student meets with the Chair of the Art Education Department for an overview of the department requirements including the Entry Level State Standards for Teacher Preparation (TPI). Students sign a Declaration of Interest informing the Registrar of the student’s intent to add Art Education certification to their major. The Chair of the Art Education Department reviews the Curriculum Guide (scope and sequence) for the respective chosen studio major with the student and develops an individual plan of work for each student.

Students with a sophomore or better standing are able to register for the first of two Art Education foundation courses, DAE 200 History and Philosophy of Education and DAE 250 Human Development, Creativity, & Visual Learning. At the beginning of these two classes each student will be given the Orientation Packet containing the forms listed below and the Chair of the Art Education Department will review the contents with the students in each section.

  • Code of Ethics and Code of Ethics Signature Form
  • Student Contact Information and Student Release Form
  • Field Trip Description Form
  • Teacher Certification Compliance Report and Questions Regarding Convictions
  • Michigan Test for Teacher Certification (MTTC) (Information)
    • Professional Readiness Examination (test code 096) or Equivalent
    • LQ Visual Arts Education (test code 095)
  • Field Experience Log
  • Professional Behaviors and Dispositions Form (Information)
  • Admission to the Art Education Professional Program Recommendation Form
  • Program Admissions Essay Guidelines (Information)
  • Consumer Authorization Form
  • First Aid and CPR Training (Information)
  • Student National Art Education Association (SNAEA) (Information)
  • Student Michigan Education Association (SMEA) (Information)
  • Academic Requirements (Information)
  • Program Admissions Essay Guidelines (Information)
  • Consumer Authorization Form
  • First Aid and CPR Training (Information)
  • Student National Art Education Association (SNAEA) (Information)
  • Student Michigan Education Association (SMEA) (Information)
  • Academic Requirements (Information)

Following are more detailed descriptions of each form in the Orientation Packet:

Code of Ethics and Code of Ethics Signature Form

The Michigan State Board of Education adopts a Code of Ethics to articulate the ethical standards to which professional educators are expected to adhere in their job performance. The Code of Ethics embraces the values of Service Toward the Common Good; Mutual Respect; Equity; Diversity; and Truth and Honesty. All students are required to sign the Code of Ethics Signature form to certify they have read and agree to uphold the values outlined in the Michigan Professional Educator’s Code of Ethics.

Student Contact Information and Student Release Form

This form is filled out every semester to update current addresses and phone numbers, in addition to including authorization for Art Education Department use of possible video, photographic and film data of the student. This form is filed in the student’s art education student file.

Field Trip Description Form

This form provides a description of the field trip and lists emergency contact information for the student. The form also provides student authorization and release to allow off campus course related learning experiences.

Teacher Certification Compliance Report and Questions Regarding Convictions

Recent “School Safety” legislation (2005 PA 129-131 and 138) requires the CCS Art Education Department report persons with felony convictions and/or misdemeanors to the State of Michigan Department of Education. The following are considered misdemeanors:

  • Criminal sexual conduct in the fourth degree
  • Attempt to commit criminal sexual conduct in the fourth degree
  • Child abuse in the third or fourth degree
  • Attempt to commit child abuse in the third or fourth degree
  • Cruelty, torture, or indecent exposure involving a child
  • Delivery of a narcotic to a minor or student or within 1000 feet of school
  • Breaking and entering
  • Knowingly allowing a minor to consume or possess alcohol or a controlled substance at a social gathering
  • Minor in possession of alcohol or controlled substance
  • Accosting, enticing, or soliciting a child for an immoral purpose
  • Larceny from a vacant dwelling
  • Assault; assault and battery
  • Assault; infliction of a serious injury
  • Selling or furnishing alcoholic liquor to a person less than 21 years of age
  • Shoplifting
  • Driving under the influence of alcohol or drugs

Students will be asked on three occasions to report their status:

  • Entry to the Professional Program
  • Application to Directed Teach (Student Teach)
  • Application to be certified by the State of Michigan to teach

Forthright and accurate reporting of criminal history is the responsibility of each student so concerns can be addressed in a timely fashion.

Please see the Chair of the Art Education Department for more information regarding felony or misdemeanor definitions if you have concerns. Failure to report a conviction, which shows up in a criminal records check may result in denial or revocation of your teaching certification.

Michigan Test for Teacher Certification (MTTC) (Information)

In accordance with the State of Michigan Department of Education, all CCS Art Education students must take and pass two MTTC tests.

The first test is the Professional Readiness Examination (PRE) (test code 096) measuring a student’s knowledge of reading, writing, and mathematics. PRE must be taken prior to entry into the Art Education Professional Program, and prior to registering for DAE 305 Reading, Language Arts, Materials, and Methods. We advise students to complete their Liberal Arts basic math and English courses before taking the test. All students must pass all three sections of the basic skills test. If a student fails any of the three sections they may retake the section they failed as many times as is necessary to pass, but at additional cost to the student.

However, according to MDE administrative codes, any test (or subtest, in the case of the Professional Readiness Examination) "may continue to be retaken until passed but after the fourth failure and every subsequent failure . . . the individual must seek academic counseling from college/university staff in an attempt to overcome testing deficiencies." http://www.mttc.nesinc.com/MI17_passingrequirements.asp

Beginning May 9, 2014, the Michigan Department of Education will also accept the American College Test (ACT) or Michigan Merit Exam (MME) scores in lieu of the PRE for any student. Passing score equivalencies are listed below:

ACT score equivalencies are:          MME score equivalencies are:

Mathematics 22                           Mathematics 1116

Reading 22                                 Reading 1108

English + Writing 24                     Writing 1129

The requirements can be met by a combination of PRE, ACT, and MME sub-scores. Only ACT and MME data from 1989, forward, may be used. ACT scores can be sent directly from ACT or can be provided by the student using an ACT or MME score report. Students that do not have MME scores should seek a copy from the high school that administered the test. It is mandatory that students take and pass PRE or meet the combination of PRE, ACT, and MME sub-scores prior to doing their Directed Teaching (Student Teaching).

The second MTTC test is a content area test, LQ Visual Arts Education (test code 095). Ideally we advise this test be taken after the student takes their final methods course or just prior to beginning their Directed Teaching (Student Teaching) placements. It is also mandatory that students take and pass the content area test prior to doing their Directed Teaching (Student Teaching) and to qualify for graduation and final certification. See Tier III for details on the content area test. To sign up for the MTTC tests the student must complete the online registration process and take the tests at a site of their choice. Information regarding dates, times, costs, and locations may be found at http://www.mttc.nesinc.com. When registering for the test, check the “secondary” box if given a grade level option and College For Creative Studies as the certifying institution. The cost of the MTTC Professional Readiness Examination Test (test code 096) is approximately $50.00 and the MTTC LQ Visual Arts Education Test (test code 095) is approximately $75.00 depending upon whether the student takes the written or computer-based version.


The results of the tests will be available on the MTTC website for 45 days after the score report date or can be emailed or mailed to the student’s home address depending on how and when the student registered. It is the student’s responsibility to keep a copy of the results of the tests in their personal records. Federal law prohibits CCS from providing anyone with the results of a student’s test. Furthermore, it is against the law for any employer to request the test results. Your test scores may not be used as a tool for employment. However, employers have the right to request proof of pass or fail, which you must comply.

Field Experience Log

The CCS Art Education Department believes that students of art education should experience the teaching and learning environment from the beginning of their studies. Each art education student is required to observe and assist in classrooms across the curriculum beginning with DAE 200 so that they may be better prepared to serve all K-12 students. Hours are recorded and signed off by classroom supervisors on the Field Experience Log. The Art Education Department determines specific Field Experience placements for each student. We are extremely fortunate to have a 6- through 12-grade charter school on our campus, in which CCS art education students begin doing their Field Experience placements.

Professional Behaviors and Dispositions Form (Information)

While in DAE 200 students are introduced to the Professional Behaviors and Dispositions, a major component of the CCS Art Education program that defines the qualities of a highly effective teacher. Students are held accountable for skills in Leadership, Reflective Learning, Pedagogy, Communication Skills, and Timeliness. The instructor in each of the Art Education classes fills-out a Professional Behaviors and Disposition form for each student at the end of each semester and reviews the results with the student. If the instructor identifies areas where the student needs to make improvements at the midterm, the instructor can opt to fill-out the form at that time and determine a course of action as agreed upon by the student. The student will have the remainder of the semester to implement the improvement plan and demonstrate improvement by the end of the semester. Both the instructor and student will sign-off on the form. Results from these forms are filed in the student’s art education file.

Admission to the Art Education Professional Program Recommendation Form

Each student must have two (2) CCS professors from outside of the Art Education Department complete and submit to the Art Education Department a Recommendation Form for Admission to the Art Education Professional Program. The forms will be filed in the student’s art education file and results of the forms may be factored into the decision to allow admittance into the Art Education Department as a candidate for certification.

Program Admissions Essay Guidelines (Information)

Prior to acceptance into the program, the candidate must complete a one-page Program Admissions Essay stating why they are pursuing a career in Art Education. Suggested lines of thought might include, but are not limited to:

  • Reasons why you want to be a teacher in general
  • Reasons why you want to teach art specifically
  • Who or what inspired you to pursue this career path

The purpose of the essay is to encourage the student to reflect on their inspiration to teach and convey in writing their decision to add Art Education to their degree path. This is not to be confused with the Teaching Philosophy, which is a requirement for each course. The Teaching Philosophy focuses on what and how you want to teach and the Program Admissions Essay focuses on why you want to teach art.

Proper spelling, grammar, and punctuation are important in the essay. The Program Admissions Essay will be added to the student’s art education file and will provide a record of the student’s writing skills.

Consumer Authorization Form

All students are required to sign the Consumer Authorization form to allow CCS to conduct a background check. Since July 1, 2008, it is state mandated that individuals “employed full-time or part-time or assigned to regularly and continuously work under contract, shall be fingerprinted for the purpose of performing a criminal history background check” including substitute teachers (see http://www.michigan.gov/mde/0,1607,7-140-6530_5683_39798---,00.html School Legislation Summary). Although the interpretation varies by district, with respect to student teachers they should expect that fingerprinting would be required prior to their Directed Teaching (Student Teaching) placement. Directions for fulfilling this requirement will be coordinated with the district. Typically, this will require that the student teacher go to an approved site to complete fingerprinting. Costs will be incurred by the student teacher, as it will be used for state requirements in any permanent job application process. In some instances, the district may also require a background check and fingerprinting prior to doing Field Service.

First Aid and CPR Training (Information)

Section 1531d of the Revised School Code requires that students recommended for certification after July 1, 2004, complete coursework in First Aid and CPR including FIRST AID, ADULT CPR, and CHILD CPR. The student must show satisfactory evidence that they have successfully completed a course approved by the department in first aid and cardiopulmonary resuscitation, including a test demonstration on a mannequin, and have successfully completed instruction approved by the department in foreign body airway obstruction management, and hold valid certification in these topics issued by the American Red Cross, American Heart Association, or a comparable organization or institution approved by the department. Online courses are not acceptable. These cards (earned within the past six months) will be copied for the student application and the student’s art education file.

Student National Art Education Association (SNAEA) (Information)

Students are invited to join the student chapter of the National Art Education Association, which provides National membership in addition to membership in the State chapter of the Michigan Art Education Association. Additionally, it not only provides a student network of art educators from around the nation, but it provides access to the MAEA fall conference.

Student Michigan Education Association (SMEA) (Information)

Application to the student chapter of the Michigan Education Association is optional while doing your Field Service, however it is a requirement of the Directed Teaching (Student Teaching) experience. Membership in the MEA provides students with one million dollars of liability insurance while they are assigned to the classroom.

Academic Requirements (Information)

It is the student’s responsibility to maintain an overall grade point average of 2.50. Additionally, students must maintain an accumulative grade point average in Art Education courses of 2.70. All required art education courses, including the 12 credits in art history, must be passed with a 2.0 (C) or better. If a student does not obtain a grade of C or better in any of the required Art Education courses, they may opt to take the course again. The higher grade is always recorded.  

The Student Success Center is available for all students seeking assistance with any course content.


Professional Program

After completing all of the requirements in Tier I students are considered eligible for entry into the Art Education Professional Program (Tier II) and become a Candidate for LQ Visual Arts Education Certification. Failure to complete all of the requirements in Tier I, including filling out the forms and signing the documents, may deter entry into DAE 305.

DAE 305 Reading Language Arts, Materials, and Methods

The first course in the professional program is DAE 305 Reading Language Arts, Materials, and Methods, a reading literacy course. The Michigan Definition of Reading, supported by the International Reading Association, defines reading as “the process of constructing meaning through the dynamic interaction among the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation.” Preparation of students seeking initial certification at the elementary and secondary levels should be based on both this definition and the following premises:

  • The act of reading is critical to learning in all subject areas.
  • The ultimate goal of reading instruction is to develop independent, strategic, motivated readers…

Although the visual arts endorsement is classified as a secondary endorsement, candidates are certified K-12 art. Because of this the CCS DAE 305 Reading Language Arts course addresses both elementary and secondary reading in the content area. Additionally, students must complete 10 hours of reading observation that includes one-on-one reading instruction in an elementary and secondary setting.

DAE 315 Elementary Methods, Materials, and Literacy

The next course in the sequence is a content area course focusing on teaching and learning in the elementary curriculum. This course incorporates the theory and practice learned in Human Development (DAE 250) with the philosophy of education discussed in Education Foundations (DAE 200) and applies it to K-8 lesson planning. DAE 315 also addresses state and national standards and benchmarks, classroom management, and current teaching practices.

In conjunction with the Elementary Methods course, student candidates are placed in an elementary art classroom to complete the required 30 hours of Field Experience. Student

Assisting/Practicum placements are made and monitored by the Art Education Department office. Each student will be evaluated by the classroom teacher using the form titled Student Assisting Practicum for Art Education Candidates for Use in DAE 315 and DAE 405 and Evaluation Form.

DAE 405 Secondary Methods, Materials, and Literacy

DAE 405 is the final course in the Professional Program sequence prior to the Directed Teaching (Student Teaching) experience. DAE 405 addresses teaching art at the high school level, meeting the state and national standards, lesson planning, classroom management, and a wide range of studio experiences.

In conjunction with the Secondary Methods course, student candidates are placed in a secondary art classroom to complete the required 30 hours of Field Service Experience (Student Assisting/Practicum). Placements are made and monitored by the Art Education Department office. As with DAE 315, the teacher in the classroom where the student candidate is placed will complete the Student Assisting Practicum for Art Education Candidates for Use in DAE 315 and DAE 405 and Evaluation Form.

Service Learning

Candidates accepted into the Art Education Program must complete a community-based Service Learning Project in a supervised setting.

The Service Learning requirement is intended to reinforce the importance of community service by giving Art Education students the opportunity to experience educational leadership through service. Art Education students will share their talents and knowledge about art and art making, while at the same time learning about the community they serve. The end result is a lasting contribution to a community not otherwise served, benefiting both student and teacher alike.

The Service Learning Project must be conducted for a minimum of 20 contact hours with children, youth, or adults in a supervised setting such as: developmental center, after-school program, organized youth group, community center, hospital, or other approved site. The Service Learning project can be done at any time during the Professional Program but must be completed prior to the candidate’s Directed Teaching (Student Teaching) placement. Candidates may work in groups of two or more if desired. The hours spent working in service count toward the 115 Field Experience hours candidates must accumulate before Directed Teaching (Student Teaching).

Proposed projects have included murals or street painting with youth groups, creating art with youth in mentoring programs, and teaching craft projects to developmentally impaired students at galleries or developmental centers. Students are encouraged to seek out their own sites in the community for Service Learning, with input from the Art Education Department.

Before embarking on the Service Learning Project, students are required to have the project approved by the Department Chair via the Service Learning Project Form found on the Art Education Blackboard site.

All hours are to be logged on the blue Field Experience sheet and signed-off by the supervisor or teacher as completed. Upon completion, a digitally supported presentation including visuals is made to share the project experience with peers in an Art Education class.

The Service Learning Project is an opportunity for both the Art Education student and the individuals with whom they will work to create important and meaningful experiences.

Application for Directed Teaching Packet

Six to nine months prior to your Directed Teaching (Student Teaching) placement DAE 510 Directed Teaching art education candidates must complete the Directed Teaching Application. The Application, found on the Art Education Blackboard page, is extensive and is comparable to a job application. Please give yourself ample time to complete the application in a professional manner. All pages must be digitally prepared (not hand written). Check with the Art Education office for the appropriate due date.

When you have completed the Directed Teaching Application, your information will be sent out to local districts. Each application is reviewed by the local district’s Human Resources Department and forwarded to an elementary or secondary school for review by the principal and art teacher. If the art teacher is interested in working with the candidate, generally a date will be set up for an interview between the CCS Art Education Candidate and the art teacher. Every effort is made to place the CCS student in the best placement for the student.

It is the policy of the CCS Art Education Department to not place students in the elementary or secondary school they attended or where their children go to school. Special circumstances may be considered depending on availability of placements and length of time away from the schools for Teacher Certification post-graduates.

The Chair of the Art Education Department is responsible for the arrangement and placement of teacher candidates in schools. Students are asked not to confer with school districts; such placements cannot be honored. Students will be notified when placements are official.


Directed Teaching (Student Teaching) Experience

The final two courses in the professional program sequence are DAE 510 Directed Teaching and DAE 520 Professional Seminar taken simultaneously.

DAE 510 Directed Teaching

DAE 510 is the Directed Teaching (Student Teaching) placement. After completing the Application for Directed Teaching Packet the candidate will be placed in an elementary art education setting for eight-weeks and a secondary art education setting for eight-weeks. The placements will be equally divided between urban and suburban districts based on availability. This is a full-time teaching experience worth 12 credits (see the Directed Teaching Handbook on Blackboard for details).

DAE 520 Professional Seminar

DAE 520 is a two-hour weekly seminar designed to inform and engage the student teacher candidate in conversation regarding pertinent issues in education. Students prepare a professional resume and portfolio (digital and hard copy) and pursue job searches. Representatives from CCS Career Services work with the Art Education students to assist them in their career search.

DAE 510 and DAE 520 are 12 credits. It is up to the student to enroll in DAE 510 and DAE 520 to receive credit for the placements.

Directed Teaching Handbook

The Directed Teaching Handbook is a concise guide to prepare artists/educators to teach. The student teacher is expected to follow the outlined procedures in the Directed Teaching Handbook and must certify prior to their Directed Teaching (Student Teaching) placement that they have read and understand the requirements for Directed Teaching (Student Teaching). See the Directed Teaching Handbook on Blackboard for details.


Average number of hours of supervised clinical experience
Each Art education student completes a minimum of 640 hours of supervised clinical experience - 320 elementary, 320 secondary

Number of full-time equivalent faculty and students in the supervised clinical experience
10 student teachers in 2013/14
20 placements with 20 full-time master teachers mentoring
2 CCS Art Education Department faculty supervise the students

Total number of students who have been certified or licensed as teachers
2008/09 7
2009/10 7
2010/11 13
2011/12 13
2013/14 10

Disaggregated by subject and area number of certification or licensure
The College For Creative Studies offers teacher certification in one content area, Visual Arts Education. Current number of students accepted into the Art Education Program is 33

Current enrollment disaggregated by race, ethnicity, and gender
33 enrolled
26 white
1 Hispanic/Latino of any race
1 Asian
1 African American

Technology Operations & Concepts Plan

Content Standard 7
Technology Operations and Concepts
Use of technological tools, operations, and concepts to enhance learning,

7.a. Understand the equity, ethical, legal, social, physical, and psychological issues surrounding the use of technology in K-12 schools and apply those principles in practice;

DFN 119 Digital Fundamentals, an introductory course in computer skills is a requirement to complete the Foundation curriculum. Students explore the computer as a tool in support of artist/designer's practice, including software required for the college information system, word processing and creative digital imagery in both pixel and vector based software. Students work with popular software packages, appropriate for design, to gain an understanding of the tools used to create and manipulate digital imagery and to develop a broad understanding of how and why the computer is so prominent in image making today. All Art Education courses require use of technology in research, design, and delivery of assignments. DAE 315 Elementary Art Teaching Methods, Materials, and Content Area Literacy and DAE 405 Secondary Art Teaching Methods, Materials, and Content Area Literacy instruct age-appropriate use of technology.

7.b Successfully complete and reflect upon collaborative online learning experiences;

DFN 119 Digital Fundamentals as mentioned in 7.a is an online course. In addition, all CCS courses are represented on Blackboard, the education portal of record for CCS. Students learn to communicate ideas, concepts, and process with instructors and peers through Blackboard. In DAE 520 Directed Teaching Seminar students use a blog to communicate with faculty and peers while student teaching.

7.c. Demonstrate an understanding of and the ability to create an online learning experience, and demonstrate continued growth in knowledge of technology operations, resource evaluation for quality, objectivity, and reliability and concepts including strategies for teaching and learning in an online environment;

All students use Blackboard to obtain and share course information. All Liberal Arts courses and DAE 200 Education Foundations: History and Philosophy of Education research assignments require searching ERIC and similar web based databases to find information. Students discern between appropriate and inappropriate databases for reliability. In DAE 315 Elementary Art Teaching Methods, Materials, and Content Area Literacy and DAE 405 Secondary Art Teaching Methods, Materials, and Content Area Literacy students create lessons in illustration and graphic design using software applications and computer tools.

7.d. Plan, design, and evaluate effective technology-enhanced learning environments and experiences aligned with Michigan’s Content Standards and Grade Level Content Expectations and Michigan Educational Technology Standards for each student;

As noted in 7.c. DAE 315 & DAE 405 include lesson planning in accordance with the grade level-appropriate State of Michigan content standards for art, reading, and technology.

7e. Implement curriculum plans that include effective technology-enhanced methods and strategies to maximize student learning;

DAE 315, DAE 405, & DAE 510 students write and deliver age-appropriate lesson plans. Delivery of instruction is aided by overhead projection equipment to allow for ease of reading. Field Experience/Practicums include hearing impaired headsets and microphones when needed, interactive SMART Boards are used in many districts and at Henry Ford Academy: School for Creative Studies our on-site charter school.

7.f. Apply technology to facilitate a variety of effective assessment and evaluation strategies; and

In DAE510 Directed Teaching Student teachers are required to use digital record keeping systems as defined by each district. Experience in online processes is gained in all classes at CCS through the Blackboard system. Formal course evaluations are processed online at the end of each semester.

7.g. Use technology to engage in ongoing professional development, practice, productivity, communication, and life-long learning.

In DAE 520 Directed Teaching Seminar student teachers blog with faculty and peers to communicate issues, ask questions, and share ideas while teaching off campus. All CCS students do thumbnail designs, and problem-solve on the computer and many produce illustrations, which they use as teaching tools in the classroom. Students have access to Lynda.com an online software training resource.

Part 2 –

"Please submit a written summary of the following: 1) a description of how content area and teacher education faculty utilize and role model the use of technology for teacher candidates, and 2) a description of strategies and technical assistance being provided to faculty on how to incorporate the use of technology (including assistive and adaptive) in their instruction."

1) a description of how content area and teacher education faculty utilize and role model the use of technology for teacher candidates:

Art Education at College For Creative Studies is a dual major. Students obtain a BFA in one of 17 possible studio areas in addition to certification in K-12 Visual Arts. Design, production, and communication throughout the college is heavily dependent on technology.

All faculty are required to maintain a blackboard page for every course they teach. Blackboard serves as a delivery system for course documents, information, learning videos, assignments, grades, and interactive blogs and discussion boards. Beyond that every student is required to take an online foundations course designed to introduce the use technology in teaching and learning that is common to all studio majors. For instance, all content areas will use the Adobe Suite (InDesign, Photoshop, Illustrator, etc) to create and perfect their design concepts.

Beyond the traditional forms of instructional technology such as PowerPoint, Prezi, overhead projection, video, and DVDs commonly used by all faculty, each studio area is dependent on various forms of technology unique to the products and processes of the craft. For instance, illustration majors use Wacom Tablets to draw on their computers, Rhino is used to design 3-D figures, and 3-D printers are used to produce 3-D scale models of designs.

Large-scale modeling is done in the Product Design department using Computer Aided Drafting (CAD) and Computer Aided Modeling (CAM) software. Entertainment Arts students use Adobe After Effects CS5 and Anime Studio to name just two. Software specific to the art and design fields is a rapidly changing area and CCS is on the cutting edge.

2) a description of strategies and technical assistance being provided to faculty on how to incorporate the use of technology (including assistive and adaptive) in their instruction."

College For Creative Studies Academic Technologies Department regularly runs faculty training workshops on Blackboard and Merit Mail. Additionally, they are available for individual instruction on-call, as well as for classroom demonstrations.

CCS also subscribes to Lynda.com the leading provider of software training videos online. The subscription-based Online Training Library® provides 24 hours on-demand access to training videos on software, digital design, and digital media techniques for students and faculty from home.

3) Description of activities that prepare teachers to teach effectively students with disabilities and students who have limited English proficiency;

All art education students complete a minimum of 10 hours of field experience/teaching students with special needs at Wing Lake Developmental Center. This is completed during their Human Development course. Students also observe IEP teams working with each student prior to delivering their lessons to the students at Wing Lake. Teaching students with limited English proficiency is part of our Reading course instruction.

Designed and created by DDM Marketing & Communications.