About the Program
The Chinese Studies major offers academically rigorous courses in Chinese language, history, literature, culture, religion and film studies. Students will acquire the general literacy and appreciation of the richness and variety of traditional and modern Chinese studies in its broadest sense. They will also gain a deep understanding from reading and pondering the issues presented in the carefully selected materials regarding all the above areas. The goals of this major is to provide opportunities to Purdue students to study in depth about China and Chinese speaking regions and develop their academic skills and qualifications for careers related to China. Courses in the Chinese Studies major form broad perspectives to provide students with the experience that is fundamental to multicultural education and interdisciplinary studies.
Before undertaking this major, the student must establish language proficiency in Chinese equivalent to Chinese Level IV. Proficiency may be established by taking and passing CHNS 20200 , by examination or by other evidence acceptable by the School of Language and Cultures.
The Teaching Track prepares students to teach Chinese in grades 5-12. Students will take courses in the School of Langauges and Cultures and in the College of Education, will do student teaching in a local school, and upon successful completion of the degree program, will receive the teaching licensure required to teach in Indiana public schools.
This program meets state and national licensure standards and is accredited by the Council for the Accreditation of Education Preparation (CAEP) and the State of Indiana, State Board of Education. See Teacher Licensure Information in the plan below.
Please visit Chinese Studies for more information.
Learning Outcomes for Education Programs
As a CAEP-accredited College of Education, Purdue’s teacher education licensure programs align to the common set of InTASC Model Core Teaching Standards, informing program outcomes as follows:
Program Outcome 1: Learner Development
Based on InTASC Standard 1
The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Program Outcome 2: Learning Differences
Based on InTASC Standard 2
The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Program Outcome 3: Learning Environments
Based on InTASC Standard 3
The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
Program Outcome 4: Content Knowledge
Based on InTASC Standard 4
The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
Program Outcome 5: Application of Content
Based on InTASC Standard 5
The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Program Outcome 6: Assessment
Based on InTASC Standard 6
The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learners’ decision making.
Program Outcome 7: Planning for Instruction
Based on InTASC Standard 7
The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Program Outcome 8: Instructional Strategies
Based on InTASC Standard 8
The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas in their connections, and to build skills to apply knowledge in meaningful ways.
Program Outcome 9: Professional Learning and Ethical Practice
Based on InTASC Standard 9
The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate this/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Program Outcome 10: Leadership and Collaboration
Based on InTASC Standard 10
The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning; to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth; and to advance the profession.
In addition to the InTASC Model Core Teaching Standards shared across teacher education licensure programs, each licensure program also aligns to professional sets of standards specific to their discipline. Below is a reference guide to the additional layer of program oversight and outcome expectations, running parallel to InTASC expectations.
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