Education - Center for Academic and Religious Excellence
Organization
Descriptions and credit recommendations for all evaluated learning experiences
Proficiency examination program administered at the CARE testing center or authorized proctor sites.
September 2016 - Present.
Students will be able to demonstrate proficiency as follows: describe the attributes of an effective teacher; identify and describe a wide range of ways in which students differ; discuss growing population diversity and the changing nature of childhood and youth; explain what language is and delineate its various components; define metacognition and discuss facilitating student use of metacognitive strategies; discuss strategies to help disorganized students become organized; discuss how to use reinforcement and rewards to help students improve self-esteem.
In order to prepare for this exam, students will cover the following topics: What makes an effective teacher? Helping students develop organization skills; setting your students up for success; language in the classroom; using questions effectively; metacognition-teaching students to think; effective discipline; using encouragement effectively.
In the upper division baccalaureate degree category, 6 semester hours in Early Childhood Education, Education, Elementary Education, or Special Education (9/16) (4/21 revalidation).
Proficiency examination program administered at the CARE testing center or authorized proctor sites.
September 2016 - Present.
Students will be able to demonstrate proficiency as follows: identify the challenges of entering teachers; realize the challenge of teaching all students; trace global origins of American education to ancient civilizations; discuss how various educational pioneers shaped education in the U.S. today with their specific methods and philosophies; trace the historical development of American education from colonial times to the present; analyze U.S. Supreme Court cases on teacher rights and responsibilities; be ready to introduce 21st century skills to classroom settings.
In order to prepare for this exam, students will cover the following topics: motivational techniques to engage all students; the importance of professional development; valuable teacher organizations and specialized professional organizations; the impact of medieval, Renaissance, Reformation, and Enlightenment cultures; significant events in the history of American education; 21st century curriculum trends; challenges which face schools in the U.S. today.
In the upper division baccalaureate degree category, 6 semester hours in Early Childhood Education, Education, Elementary Education, or Special Education (9/16) (4/21 revalidation).
Varies; proficiency examination program administered at the C.A.R.E. testing center or authorized proctor sites.
September 2020 – Present.
Upon successful completion, students will be able to demonstrate proficiency as follows: distinguish among the major theories of literacy learning and language development and evaluate their current relevance; adapt a variety of teaching techniques to meet the needs of all students, including English Learners, students with disabilities, and others who struggle with reading; define the relationship and appropriate use of evaluation, assessment, student success, and the standards movement; foster emergent literacy using approaches grounded in theory and developmental knowledge; build word acquisition skills and vocabulary using phonics, decoding, and fluency strategies; select and teach appropriate comprehension strategies for students at all levels; introduce students to concepts related to comprehending content area text and contemporary modes of presenting content; use technology appropriately in planning instruction and assessment in reading and writing; distinguish among the approaches to teaching reading and writing and decide which works best for the students; make informed choices in constructing and managing a literacy program.
The following topics are covered and assessed by the examination: Literacy and Learning theory; diversity in the literacy program; assessment for success; emergent/early literacy: decoding and work-building; word acquisition; high-frequency words and vocabulary building; comprehension: theory, strategies, and teaching procedures; combining reading and writing: text structures, content areas, including literature, and study skills; choosing an approach to create and manage a literacy program.
In the upper division baccalaureate category, 6 semester hours in Education or Literacy (9/20).
Varies.
September 2016 - Present.
Upon successful passing of the examination, students will demonstrate proficiency as follows: define and identify the creative arts emphasized in this course, namely dance, drama, music, visual arts, literature; clarify process versus product in meeting goals and objectives in the classroom; identify Howard Gardner’s multiple intelligences and apply them to the arts; identify the segments in the Continuum of Affective Development and their role in promotion of the arts; and identify the different elements in creative arts around the world; link all the art elements as they apply to a literature unit.
In order to prepare for this examination, students will study the following topics: the various forms of arts used in education around the world; the Process versus Product Approach in teaching; the two hemispheres of the brain and their function; the use of guided imagery for children; integrating the arts with math, social studies, science; the link between art and cognitive development and the teacher’s role in developing the visual arts; dramatizing folk tales from around the world; the young child and three dimensional art; linking the arts through literature.
In the upper division baccalaureate degree category, 6 semester hours in Early Childhood Education (9/16) (4/21 revalidation).
Varies.
September 2016 – Present.
Upon successfully passing of the examination, students will be able to demonstrate proficiency as follows: recognize the great value and importance of the preschool experience; recognize the need for Developmentally Appropriate Practices; address childhood needs holistically; plan whole group activities for preschoolers efficiently; arrange and conduct field trips for preschoolers efficiently; arrange for the arrival of classroom visitors to a preschool; set up self-sustaining centers for youngsters and monitor the children’s involvement; understand how children develop gross and fine motor skills; mediate when children experience social conflicts; and integrate the curriculum via pretend play and construction play.
In order to prepare for this examination, students study the following topics: the implications of effective teaching; analysis and evaluation of developmentally appropriate practices; group time at the various levels of early childhood education; the creation of self-sustaining centers and the steps in mentoring student involvement; all aspects of the physical domain; all aspects of the social domain; the differences between pretend and construction play and the benefits of both; theme teaching in the early childhood classroom; authentic assessment in the early childhood classroom; the composition of present and future early childhood classes.
In the upper division baccalaureate degree category, 6 semester hours in in Early Childhood Education or Education (9/16) (4/21 revalidation).
Proficiency examination program administered at the CARE testing center or authorized proctor sites.
January 2020 – Present.
Upon completion of the course, students will be able to demonstrate proficiency as follows: describe key changes in special education; describe and analyze assessment information; describe effective instructional strategies for general education and students with disabilities; recognize the important of educational settings; explain the role of theories of learning; articulate social, emotional, and behavioral challenges; discuss the importance of the early years; discuss the challenges of adolescents and adults with learning disabilities; outline the components of the language system; explain the elements of reading and discuss reading strategies; discuss written language and expression teaching strategies; describe the characteristics of students with mathematics learning disabilities; discuss and list characteristics of Attention Deficit Hyperactivity Disorder (ADHD); explain how Autism Spectrum Disorders (ASD) are identified and diagnosed; and discuss techniques for working with students with ASD.
To prepare for this exam, students will study the following topics: characteristics of learning disabilities and related mild disabilities; assessment and the IEP process; clinical teaching; educational setting and the role of family; theories of learning and implications for teaching; social, emotional and behavioral challenges; Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorders; young children with disabilities; adolescents and adults with learning disabilities; medical aspects of learning disabilities; spoken language difficulties; reading difficulties; written language difficulties; mathematics difficulties; overview of Autism Spectrum Disorders; Evidence-based practices for educating students with Autism Spectrum Disorders; teaching students with autism to communicate; effective practices for teaching academic skills to students with Autism Spectrum Disorder; transition to postsecondary environments for students with Autism Spectrum Disorder.
In the upper division baccalaureate degree category, 6 semester hours in Education or Special Education (9/17) (9/19 administrative review) (10/22 revalidation).
Proficiency examination program administered at the CARE testing center or authorized proctor sites.
January 2020 – Present.
Students will be able to demonstrate proficiency as follows: define and understand ecological theory; explain why attachment is important; discuss why toddlers explore everything they can find; describe how guilt helps or harms children; articulate how family centered kindergartens can help ease the transition into real school; identify the difference between salad bowl and melting pot theories; discuss various opinions regarding guidance and discipline; explain how to help children cope with fear and anger; describe how to promote self-esteem; discuss how toys help define gender roles; identify the characteristics of a successful family; discuss how isolation affects a family; explain how bias affects young children.
In order to prepare for this exam, students will cover the following topics: the child in context of family and community; issues of attachment; autonomy-seeking youngsters; working with families of school-age children; understanding families’ goals, values, values, and culture; working with families on addressing feelings and problem solving; working with families to support self-esteem; working with families around gender issues; stress and success in family life; early child care and education programs; societal influences on children and families; social policy issues.
In the upper division baccalaureate degree category, 3 semester hours in Childhood Development, Early Childhood Education, or Elementary Education (9/17) (9/19 administrative review) (10/22 revalidation).
