Creating an Inclusive Learning Environment Certificate

Required Courses (12 credit hours)

• ED 616 - Responsive Teaching (3)
• ED 620 - Rethinking Learning Spaces (3)
• ED 638 - The Inclusive K-12 Classroom (3)
• ED 639 - Developing a School-Wide Inclusive Learning Environment (3)

Admission Policies

Admissions Requirements

The admission requirements for graduate programs in the School of Education can be found on the Admissions  page. Students must also meet the following:

• Have a grade point average of 3.0 or higher on a 4.0 scale for all undergraduate or graduate-level coursework. Students with a GPA less than 3.0 or at least 2.75 may be admitted provisionally. Students admitted provisionally to the program must achieve a 3.0 GPA on the first nine credits in their program of study.
• The admissions committee will consider all applications to evaluate any additional prerequisite courses needed.
• Submit official transcript(s) of the bachelor’s degree.

Student Status within the Graduate Program

Student in Good Standing

• Has successfully met all entrance requirements.
• Has maintained an overall GPA of 3.0 or better with no grade below “C” (only one course with “C” grades is allowed; students may retake a class with a grade below “C” once).

Probationary Status

• A student may change status from “Student in Good Standing” to “Student on Probation” if any of the following criteria are met: overall GPA falls below 3.0 or student receives a grade of “C” or lower in any course.
• Students on probation due to GPA have six credit hours to return their GPA to 3.0 or above to regain “Good Standing.” Failure to raise the GPA may lead to dismissal from the program.

Professional Conduct

Students in the program are expected to conduct themselves as professionals-in-training both inside and outside the virtual classroom. We encourage and expect students to treat others (including classmates and instructors) with sensitivity and dignity. Impairment, incompetence, ethical misconduct, and/or problematic behavior may be identified and addressed in a variety of ways and by a variety of persons, including but not limited to students, faculty, supervisors, clients, and/or members of the community. If student behaviors or attitudes are egregious, he or she may be dismissed immediately. If student behaviors or attitudes are less dire, they will be addressed in a confidential meeting with the student’s faculty advisor and/or Dean of the College of Professional Schools who will make a plan for remediation in an articulated time frame. At the end of the stated period, during which time the students would be placed on probation, he or she could return to Student in Good Standing status, continue on probation, or be dismissed depending upon the ability to successfully complete the corrective action. Students may appeal this process at any time.

Outcomes

• Articulate your beliefs, values, and goals that support an inclusive learning environment for all children.
• Apply active learning and design thinking principles that facilitate the development of inclusive and equity-minded educational practices.
• Integrate inclusive principles and practices throughout the learning environment by developing collaborative partnerships with key stakeholders.

Assessment

Each course in the certificate program will have an applied culminating project that serves as a signature assessment. The signature assessments will be aligned to the overall certificate learning outcomes and competencies. Students’ work on these projects across the certificate curriculum will be compiled and analyzed to evaluate the effectiveness of the program in developing the intended knowledge and skills. The cumulative results of the signature assessments will provide evidence of student learning and inform continuous improvement of the certificate program.