Letter of Intent Institution: KENNESAW STATE UNIVERSITY Date: April 11, 2006 School/Division: Bagwell College of Education Department: Elementary and Early Childhood Education Proposed Program: Early Childhood Education, Birth –Five Years Program Degree: Bachelor of Science Major: Early Childhood Education CIP Code: Starting Date: Spring Semester 2007 The B.S. in Early Childhood Education, Birth -Five will further the Institutional Mission of Kennesaw State University This newly designed program furthers the mission of Kennesaw State University (KSU) to be a major contributor to the preparation of teachers for all levels of education within the State of Georgia. The proposed Bachelor of Science in Early Childhood Education Birth - Five from Kennesaw State University is the first undergraduate degree program of its kind offered within the University System of Georgia. National accreditation programs for the preparation of Early Childhood professionals such as National Association for the Education of Young Children (NAEYC), Council for Exceptional Children (CEC) and Association for Childhood Education International (ACEI) have recommended certification standards for state agencies responsible for initial licensure of these individuals. As a result of recommendations from these associations, a commission was established to review early childhood licensure in the State of Georgia. In September of 2004, the Georgia Professional Standards Commission (PSC) announced a new certification for Early Childhood Educators in Georgia. The proposed Birth-Five degree program at Kennesaw State University is therefore a timely response to this new certification. Currently, those working with children during this critical period of development (birth through age five) are only required to have a high school diploma for employment. Prior to the Georgia PSC recommendation, early childhood practitioners in this field were limited to a Child Development Associate (CDA) credential. According to the NAEYC standards for preparing early childhood professionals, “The CDA began as a noncredit, job-embedded credential but has increasingly been linked to college credit. With college credit, staff in Head Start and child care programs who are awarded the CDA may be better positioned to make the transition to associate and baccalaureate institutions.” Therefore, teacher candidates who come to KSU from Head Start programs, technical colleges and other institutions will be supported through this program. The establishment of these relationships with KSU will respond to the University System of Georgia’s charge to double the numbers and double the diversity of teacher preparation programs. It will further support our articulation agreements with area two-year programs. The proposed degree program in Early Childhood Education Birth –Five also addresses the charges given by the PSC and therefore, addresses the following specific goal of the Kennesaw State University Mission Statement: “…responsiveness within a scope of influence defined by the needs of an area of the state”. This aspect of KSU’s mission statement addresses the concern and observation that early childhood programs throughout the State of Georgia, such as childcare centers, Head Start programs, private and public preschool programs, and faith-based preschools need knowledgeable and highly skilled practitioners to work with the youngest members of our learning community. Parents send their children to early child care institutions expecting them to provide a nurturing, conducive, stable, safe and positive learning environment which encourages and promotes healthy growth and development. They further expect these environments to provide developmentally appropriate and stimulating materials, which promote learning and appropriate socially desirable experiences. This new program prepares students to be successful in acquiring an in-depth understanding of the content skills, critical periods, emergence of knowledge and developmental milestones children acquire as they explore their environments. The B.S. in Early Childhood Education, B-5 will help meet the goals of the strategic plan of Kennesaw Sate University “Kennesaw State University is dedicated to serving as a resource for the educational, economic and social advancement of its constituent community.” In light of this, one major aim of KSU is to prepare its students to be part of a dynamic and global workforce. The new degree program in Early Childhood Education Birth-Five meets this need by providing developmentally effective pedagogical practices for early childhood educators. It is a comprehensive and holistic program that is research-based and addresses multiple theories and philosophical approaches held by experts in the field. This program is reflective of the cultural, multilingual, multiethnic, and economically diverse communities within the educational service area of Kennesaw State University. The proposed program specifically addresses several of the primary goals of KSU’s strategic plan. The goals of KSU’s strategic plan are presented below, followed by an explanation of the ways in which the B.S. in Early Childhood Education Birth – Five addresses each goal to which it is relevant. “KSU will define and move toward the Technological University of the 21st century. Technology to advance educational purposes in the areas of teaching, learning, productivity, access, student support services, and distance education will be provided.” A portion of this program is being developed to be implemented online. This will create the opportunity for candidates who are currently working in the field and unable to attend classes on campus to complete their degree. Each course in the program has technology components that may include, but are not limited to; website development, email, discussion boards, power point presentation, electronic portfolios, and world wide web research. “ KSU demonstrates its commitment to pursuing excellence by raising the expectations and standards of the university’s constituency. Among the efforts to facilitate the assurance of excellence are the increased admissions standards, the ever increasing honors’ activities and the national prominence of athletics and student organizations.” The new program recognizes the developmental aspect of professional growth. It also recognizes the diverse routes that candidates have taken in coming to higher education. The wealth of their experience will add to the excellence of the program. As stated in the NAEYC standards, it is not recommended that a program “substitute breadth for depth, nor sacrifice deep understanding for superficial coverage of topics.” Academic admission standards will reflect what is currently used in the P-5th program. Candidates will have the opportunity to conduct research projects and scholarly activities related to early childhood education. Candidates enrolled in the honors’ program may take any course and conduct honors’ activities. Faculty who are developing the program have worked with honors’ students in the past and can assist in the development of honors’ and research activities. Participation in professional organizations such as SPAGE, NAEYC/GAYC conferences will be encouraged. It is hoped in the future to add to the global perspectives of candidates by assisting in their international experiences with courses and presentations abroad or to collaborate with educators in other parts of the world. “In keeping with the System policy directives, faculty and staff development remains a planning priority for KSU. Seeking ways to expand the use of technology among the faculty and staff for improving effectiveness and efficiency of productivity both within and without the classroom is an on-going priority across campus.” Online course offerings will enable faculty and staff to extend their knowledge and proficiencies in technological areas. This program will follow the model of the current P-5th EECE program, which incorporates the use of technology for grading, course evaluations, and assessment of field experiences as contained in our candidate proficiency index (CPI). Other resources, important in both academic subject matter areas and in addressing issues of disability and diversity, such as journals, videos, and Websites, as well as persons with relevant expertise at the school or in the community will be additional benefits of this program. “In keeping with the historical focus of KSU, strengthening the centrality of teaching is a priority for the university. The leadership of our Center for Excellence in Teaching and Learning (CETL), the master teaching programs and the Regents’ distinguished teaching program all support the mission of improving teaching and learning at KSU.” The new program intends to look at the NAEYC standards as visionary and empowering, for children and professionals alike. In striving to exceed these standards, the program will add to the reputation of KSU as one of the finest teaching universities in the region. Faculty who teach in this program can work with CETL to develop workshops and professional development in the field on early childhood as it relates to infants, toddlers and preschoolers. Current research in the field can be shared with colleagues. “Public service as manifested by KSU’s partnerships with area schools, the P-16 emphasis, the Burruss Center, Ekonometrics, departmental and school advisory boards, continuing education activities, Education Technology services, SBDC, Teacher Resource and Activity Center (TRAC) and the Family Enterprise Center continue to grow in the communities we serve. Collaboration with the public schools and across departments and colleges on campus will remain a viable priority as the array of public services and applied research centers continues to expand.” The intent of the program is to develop highly qualified individuals who will work with young children from birth through age five. The impact of this is an improvement in programs throughout Georgia that serve this age. Ultimately, the result will be a rise in quality of care and education of our youngest citizens. There are plans in place to construct a laboratory school for infants, toddlers and preschoolers for teacher candidates, faculty, staff and community members to utilize and explore current research practices. Additionally , there will be a need to continue to use public and private childcare and learning centers for the field experiences and student teaching components of the program. In doing so, we hope to elevate the quality of the programs with a “win-win” situation. Centers and collaborating teachers will provide expertise and role modeling for our candidates and at the same time get cutting edge information and an extra set of hands. As the program grows in reputation, we plan to add a certification program for center directors and other preschool providers offering them an opportunity to advance their careers by having credentialed directors as adjunct faculty. “KSU will remain committed to seeking diversity among faculty, students and staff and in addition will implement a global perspective for the communities served.” Candidates in the program will have field experiences in a wide variety of community settings, ranging from homeless shelters to hospitals. Courses will include preparation for working with children and families from culturally and linguistically diverse backgrounds. Courses have been developed to include a global perspective in theories and approaches. The B.S. in Early Childhood Education, B-5 will offer Innovative Delivery Formats The department of Elementary and Early Childhood has embraced Kennesaw State University’s strategic plan to use technology to advance educational purposes, including distance learning and other virtual learning experiences, presentation conferencing, discussion boards, chat rooms, emails and webpage applications. Classroom skills development using video simulation, power-point presentations, and project development and presentation will all be integrated in individual and group projects. Multi-dimensional and multifaceted instructional strategies with an emphasis on observational, demonstration and hands-on application and constructivist teaching approaches will be the foundation of our delivery format. The University System of Georgia needs this Program The University System of Georgia needs this program as part of the initiative to raise the quality of programs serving our youngest citizens. Research has shown that highly qualified teachers are critical in raising the quality of services for young children’s programming. Currently there are no USG universities offering programs to meet the credential licensure requirements of a birth-five program. According to NAEYC accreditation criteria, by the year 2010, at least one of the teachers in a early childhood classroom must be enrolled in a baccalaureate degree program. See attached for continuing timeline progression. Kennesaw State University’s Bagwell College of Education, is the second largest producer of teachers of elementary aged children. However, Georgia colleges are meeting only 10% of the demand for teachers in Georgia. The addition of these new teachers justifies the need for this program. The children of Georgia have a right to high quality early childhood education and well prepared professionals to support their learning. It is hoped that this program will become a model for other colleges in the Universi ty System of Georgia. While there is no “one size fits all” approach to professional preparation, there is a shared vision of standards to which we all adhere. In other words, we are not looking for “standardization”, but striving for high standards. The changing demographic composition of the U.S., Georgia and Atlanta is also reflected in employment trends. Between 1990 and 2000 the number of people of Hispanic descent in the U.S. increased approximately 21%, those of Asian descent 22%, and African- Americans 12%, while the percentage of Whites increased only 2%. The U.S. Census Bureau estimates that between 2000 and 2025 the total number of people of Hispanic descent in Georgia will increase by 83%, those of Asian descent 74%, African-Americans 46% and Native Americans 24%. Most of the increase in these populations will occur in metropolitan Atlanta. Currently approximately 8% of metropolitan Atlanta's population is comprised of immigrants. Metro Atlanta is known for having one of the most diverse immigrant populations in the U.S. and one of the highest proportions of minorities in its total. Because of this changing demographic composition, there is a clear need for universities to provide teachers who are prepared to work with children and families of these culturally and linguistically diverse populations. Supporting Data from KSU Students Students who are currently in our ECE 3313 Preschool Curriculum and ECE 2205 Organization & Administration of Preschool programs courses have identified a need for a degree in the field that is specialized for the youngest children. Many come to classes with experience and devotion to this age group, but are detoured to the elementary level for a four-year degree and certification. Many students have inquired about a “switch” from the P-5th program to the Birth-Five program. Curriculum and Delivery We plan to incorporate a hybrid delivery of courses. Some will be offered online, others in a traditional time frame, and others in non-traditional times such as evenings and weekends. NAEYC standards for Initial licensure provide the framework for the curriculum; 1) Promoting Child Development and Learning, 2) Building Family and Community Relationships, 3) Observing, Documenting, and Assessing to Support Young Children and Families, 4) Teaching and Learning- 4a) connecting with children and families, 4b) Using developmentally effective approaches, 4c) Understanding content knowledge in early education, 4d) Building meaningful curriculum and 5) Becoming a Professional The curriculum and delivery sequence for the B.S. in early childhood education, birth to five program is presented below GENERAL EDUCATION 42 University-wide Fitness for Living Requirement 3 AREA F 18 *ECE XXXX Culture/Diversity/Special Needs 3 *ECE XXXX School and Society Contemporary Issues in Education 3 *ECE XXXX Learning/the Learner/the Teacher 3 ECE XXXX To be announced by the PSC 3 ECE XXXX To be announced by the PSC 3 ECE XXXX To be announced by the PSC 3 These courses may have different numbers or titles and content. At the present time this is what we have heard about them and we are waiting for the final recommendations from the Birth to Five Joint Consortium of PSC/BOR currently working on this. PROFESSIONAL EDUCATION First Semester - 12 *ECE 3X05 Foundations of Early Childhood Education 3 *ECE 3X10 Human Reproduction, Prenatal Development, Health & Safety3 *ECE 3X15 Growth & Development in Birth – Five Years 3 ECE 3X20 Fostering Young Children's Learning through Play 3 Second Semester - 12 ECE 3x25 Language Development in Infants & Toddlers 3 ECE 3X30 Developmental Aspects of Movement & Physical Domain 3 ECE 3X35 Principles of Inclusive Early Childhood Education 3 ECE 3X40 Development of Language & Literacy in Young Children 3 Third Semester 9 *ECE 4X05 Families & Communities: Partners in Education 3 *ECE 4X10 Administration of Early Care & Learning Programs 3 *ECE 4X15 International Approaches to Early Care & Learning 3 Fourth Semester 15 ECE 4X20 Second Language Acquisition in the Young Child 3 ECE 4X25 Art and Music in Early Learning 3 ECE 4X30 Children's Literature 3 ECE 4X35 Discovery & Exploration of Scientific concepts 3 ECE 4X40 Math and Technology for Young Children 3 Fifth Semester 12 ECE 4X45 Student Teaching/curriculum & environment seminar 12 PROGRAM TOTAL 123 * Courses that are considered to lend themselves well to online/hybrid delivery. Brief course descriptions of the above courses have been included in this document to provide additional information about the content and extent of exposure to developmentally appropriate curricular, candidates in this program will receive. ECE 3X05 Foundation of Early Childhood Education: This course explores the foundations of early childhood education and provides an overview of the historical, philosophical, social, psychological, and contemporary influences in the field of Early Childhood Education. Current Federal legislative policies and trends in the State of Georgia which impact children from birth to age five will be explored. Candidates will examine how both child developmental theories and public policies influence various curricula and program models. Candidates will explore variety of early childhood settings and programs. ECE 3X10 Human Reproduction, Prenatal Development, Health & Safety: : This course is designed to provide teacher candidates with the knowledge and understanding of the human body and its reproductive system, pregnancy and prenatal development. This course will focus on the relationship of heredity and the environment and its effect on conception and prenatal development as it relates to future learning. Teacher candidates will gain a better understanding of the stages of pregnancy and labor, the responsibilities of becoming parents and the role of prenatal and perinatal professionals (Lamaze instructors, midwifes, physicians, nurses, genetic counselors etc.) Health and safety factors that may influence prenatal development (genetics, teratogens, diet, nutrition, alcohol, drugs, etc) will also be explored. ECE 3X15 Growth & Development in Birth-Five Years: This course is designed to assist candidates in developing knowledge and understanding of the developmental ages and stages of children from birth through age five years, especially within the context of cultural, historical, political and familial group care settings. This course will include an observation requirement. Verification of professional liability insurance will be required. ECE 3X20 Fostering Young Children’s Learning through Play: This course is designed to provide teacher candidates with the knowledge and understanding of children’s play in a variety of settings. A review of play theories as well as a historical approach to play will be presented. Teacher candidates will have the opportunity to explore the relation of play with to curriculum development and assessment. Issues regarding gender, culture, social economic status, stress and personality types will be discussed in relationship to play. ECE 3X25 Language Development in Infants & Toddlers: This course is designed as an introduction to the study of language acquisition and development in typically and atypically developing infants and toddlers. Emphasis will be given to ages and stages of language development, family and cultural influences, and the importance of a language-rich environment. Candidates will participate in field experiences and observations. Verification of professional liability insurance will be required. ECE 3X30 Developmental Aspects of Movement & Physical Domain: This course is designed to provide teacher candidates with opportunities to understand the importance o f movement in the development and education of young children. Movement exploration, including problem solving and guided discovery activities will be studied and experienced. Candidates will have the opportunity to participate in a variety of children’s games and rhythmic activities as well as create and implement these activities with children in field experience. ECE 3X35 Principles of Inclusive Early Childhood Education: This course is designed to assist the teacher candidate in preparing environments to meet the needs of diverse children with developmental delays, cognitive, language, and emotional differences. Legal issues and definitions of terms involving preschool special education will be addressed. Curriculum modification and environmental accommodations for children with special needs will be reviewed. Assessment techniques and the role of service providers will be discussed. ECE 3X40 Development of Language & Literacy in Young Children: This course is designed to assist teacher education candidates in developing knowledge and understanding about language and literacy development in3-, 4-, and 5-year old children. Emphasis is on the concurrent and interrelated development of reading and writing; the role of families and culture; designing curricula, materials, and environments to facilitate emergent literacy; assessing young children's language and literacy development; and, meeting the needs of diverse young learners. ECE 4X05 Families and Communities: Partners in Education: This course is designed to assist the teacher candidate in preparing to work with diverse families and the community within child development environments. Issues regarding culture, family composition, families as partners and the role of the community as a part of the child’s world will be discussed. Teacher candidates will discuss the issues facing the family and how professionals can work closely with families in educating young children. ECE 4X10 Administration of Early Care & Learning Programs: This course addresses planning for child care and education facilities including staffing, licensing, organizing space and equipment, nutrition and health policies, parent and community relations. The purpose of this course is to provide the teacher/facilitator with an opportunity to understand the importance and application of developmentally appropriate practices and examine the role and responsibilities of the early childhood education administrator and teacher in a preschool setting. Observations in preschools will be required. Verification of professional liability insurance is required before placement in observation. ECE 4X15 International Approaches to Early Care & Learning: This course addresses comparative early care of infants and children in international settings including countries in Asia and Africa, France, Central and South America, Italy, Australia, and others. Candidates will explore the role of the mother in birthing, neo-natal and early care and education. Theories and application of various approaches to early childhood education will be explored as they relate to professional development. Topics include Montessori Education, Bank Street School, Reggio Emilia Approach, Waldorf-Rudolph Steiner Education, British Infant Schools, the French Maternelle and others. ECE 4X20 Second Language Acquisition in the Young Child: Teacher candidates will develop a clear understanding of language proficiency levels for the fours skills (reading, writing, listening and speaking) and learn appropriate approaches, methods and techniques for working with ELL children and their families. Candidates will examines major theories related to ELL families, and principles of linguistic systems (phonological, syntactic, and semantic) and their acquisition as they occur in first and additional languages. Additionally, they will explore the relationship of oral and written language and become familiar with assessment techniques and devices for evaluating the development of an additional language. ECE 4X25 Art and Music in Early Learning: Sensorial experiences provide the foundations for all cognitive growth. Sensorial development can be richly enhanced through the use of developmentally appropriate materials which address the child’s learning through the senses. Work with these materials promotes success in future learning. In this course, candidates will have the opportunity to explore, create and analyze the use of music and creative representation in the developing learning processes of young children, aged three to five years. Field experience will provide candidates with the opportunity to observe, interpret and document children’s responses to art and music. ECE 4X30 Children’s Literature: This course is an introductory study of literature for children. It focuses on selecting and using quality literature to engage young children with books from a variety of cultures and across genres. Emphasis is placed the artistic and literary merit of children's literature, appropriate books for children and their diverse needs, and involving families in literature-based experiences with their children. ECE 4X35 Discovery & Exploration of Scientific Concepts: This course is designed to study science processes, principles and practices that are essential to integrating science in an early childhood classroom. Emphasis will be placed on inquiry, life science, physical science, earth and space science in the early childhood classroom. In addition, curric ulum goals, planning, implementing and evaluating instruction in science will be included. Includes field experience as well as the use of educational technology. ECE 4X40 Math & Technology for Young Children: This course provides the teacher candidate with the opportunity to create and implement curriculum for young children that focuses on math and technology. It will include a review of the NAEYC framework for developmentally appropriate practice and the Georgia PreK content standards. A field experience component will provide development of skills in observing, interpreting and documenting children’s learning processes. ECE 4X45 Student Teaching and Seminar: Curriculum & Environments: This course is designed to assist teacher candidates in developing, planning and implementing strategies of learning for infants, toddlers and preschool children ages birth to five years. Teacher candidates are required to participate in a full time teaching experience under the supervision of approved early child care professionals and a university supervisor. The teaching experience is designed to assist the teacher candidate in the application of developmentally appropriate practices with diverse preschool children. The full time teaching experience must include eight weeks (or equivalent) of planning, participation and instruction in an environment with young children birth to three years of age and eight weeks (or equivalent) of planning, participation and instruction in an environment with young children three to five years of age. Teacher candidates will also meet with a university supervisor on a weekly basis in a seminar format to attain addition knowledge in working with infants, toddlers and young children, review teaching and planning strategies and discuss concerns during field placement. Verification of professional liability insurance is required prior to placement in the teaching experience. Teacher candidates must apply and receive approval from Center of Field Experience and Partnerships and acceptance into the Department of Early Childhood Education prior to taking this course. (See Catalog for Student Teaching requirements) Budget The program will not require any additional costs for the Department of Elementary and Early Childhood Education. The department already employs a cadre of highly qualified, experienced and expert faculty who will be teaching in this program. We have twenty two professors and instructors of Early Childhood Education including six whose area of specialization is birth – five early childhood education. These include 2 full professors, 1 associate professor, 1 assistant professor and 2 instructors. Although most of these courses are new courses, reassignment of work load of these professors will enable them offer the high level of instruction expected for this program. (Detailed budget information is presented as an attachment). APPENDIX I Kennesaw State University's Mission Statement: Kennesaw State is a proud public university in the University System of Georgia, located in the densely populated and rapidly developing northwest region of greater metropolitan Atlanta. Chartered in 1963, KSU serves as a highly valued resource for this region's educational, economic, social and cultural advancement. This institution shares with all other units in the University System of Georgia the following characteristics: . a supportive campus climate, necessary services, and leadership development opportunities, all to educate the whole person and meet the needs of students, faculty and staff; . cultural, ethnic, racial, and gender diversity in the faculty, staff and student body, supported by practices and programs that embody the ideals of an open, democratic, and global society; . . technology to advance educational purposes, including instructional technology, student support services and distance education; . collaborative relationships with other system institutions, state agencies, local schools and technical institutes, and business and industry, sharing physical, human, information and other resources to expand and enhance programs and services available to the citizens of Georgia. This institution shares with other state universities in the University System of Georgia the following characteristics: . a commitment to excellence and responsiveness within a scope of influence defined by the needs of an area of the state, and by particularly outstanding programs or distinctive characteristics that have a magnet effect throughout the region or state; . . a commitment to teaching/learning environment, both inside' and outside the classroom, that sustains instructional excellence, serves a diverse and university- prepared student body, promotes high levels of student achievement, offers academic assistance, and provides developmental studies programs for a limited student cohort;. a high quality general education program supporting a variety of disciplinary, interdisciplinary and professional academic programming at the baccalaureate level, with selected associate degree programs based on area need and/or inter-institutional collaborations;. a commitment to public service, continuing education, technical assistance, and economic development activities that address the needs, improve the quality of life, and raise the educational level within the university' scope of influence;. a commitment to scholarly and creative work to enhance instructional effectiveness and to encourage faculty scholarly pursuits, and a commitment to applied research in selected areas of institutional strength and area need. Kennesaw State University's distinctive characteristics are described as follows: Kennesaw State serves a diverse student body in the northern suburbs of Atlanta and extending into northwest Georgia. It includes young adults who enroll as freshmen or undergraduate transfers and an equally large number of older adults who return or transfer to the university at different stages in their lives for undergraduate or graduate study. Students reside off campus and commute to classes. A majority pursue their academic goals on a part-time basis because of job, family and civic responsibilities. Significant numbers of international and minority students enroll. Many students pursue professionally oriented degrees, especially at the graduate level. Evening and weekend programs accommodate experienced professionals seeking academic advancement. A broad range of programs, services and activities are offered outside the classroom to enrich campus life and enhance student success and personal development. Effective teaching and learning are central institutional priorities. Service and research that strengthen teaching and address the public's interests are important supportive priorities. Faculty, staff and administrators are committed to providing a challenging and facilitative collegiate environment that fosters high-quality academic preparation, critical thinking, global and multicultural perspectives, effective communication and interpersonal skills, leadership development, social responsibility and lifelong learning. Programs that prepare students well for the advancement of professional pursuits are especially attractive and are offered in all schools of the university. The foundation for all undergraduate majors is a comprehensive and coherent general education program that promotes internationalized and connected learning in the liberal arts tradition. A wide array of baccalaureate degree programs is offered, including majors in the arts, humanities, social sciences, mathematics, natural science, accounting, business fields, teacher education specialties, computing and information systems, and nursing. An expanding array of professional master's degrees exists in education specialties, accounting, business fields, public administration, professional writing and nursing. KSU's commitment to public service is reflected through an extensive array of continuing education programs, service institutions and centers, nationally recognized lectures and conferences, collaborations with the public schools, partnerships with business and governmental agencies, and international initiatives. The university plays a vital role in promoting and supporting regional interests in the visual, performing and cultural arts. Research, scholarship, and creative activity are broadly defined and predominantly applied. The university honors action research on the improvement of teaching and learning; survey research for community and economic development; interdisciplinary studies in support of environmental, governmental, business or health interests; creative contributions in the arts and humanities; intellectual contributions; discovery research and academic publication; and the interpretation or application of academic research. Kennesaw State University aspires to be a progressive and exemplary educational institution, respected for its excellence and leadership in teaching, service and research. The university is committed to continuous improvement in an increasingly diverse and constantly changing learning community."
Pages to are hidden for
"Letter of Intent - Download as DOC - DOC"Please download to view full document