Summary of Requirements
|Major and Related Courses
|Content Major Courses
Requirements for a Major in Education in Secondary Education
For continuation in a teacher education program, an education major must maintain a cumulative degree average of 2.75 or better, with a B or higher in education courses, a C+ or better in all pre-major, pre-professional courses, as well as a 2.75 content major GPA.
Recommended pre-major courses 3 hours*
|EDU 665*||Children's Literature||3|
- * Required for Secondary English Majors
Required pre-major course 15 hours
|EDU 323||Educational Psychology||3|
|LIN 101||Sign Language & Sign Systems||3|
|PSY 201||Introduction to Psychology||3|
|PSY 311||Development I: Child Psychology||3|
|PSY 313||Development II: The Psychology of Adolescence||3|
Required major courses 33 hours
|EDU 250||Introduction to Education and Teaching||3|
|EDU 311||Foundations of Literacy Teaching and Learning||3|
|EDU 493||Integrative Practicum and Seminar in Teaching||3|
|EDU 600||K-12 Curriculum and Instructional Technology||3|
|EDU 641||Literacy Teaching and Learning: Secondary Grades||3|
|EDU 648||Student Teaching: Secondary Education||9|
|EDU 670||Teaching Students with Disabilities||3|
|EDU 694||Student Teaching Seminar||3|
Choose one course in consultation with the department:
|EDU 643||Secondary School Teaching Methods in English Language Arts||3|
|EDU 645||Secondary School Teaching Methods in Social Studies||3|
|EDU 647||Secondary School Teaching Methods in Science||3|
|EDU 649||Secondary Teaching Methods in Mathematics||3|
Required courses for a content major : 39-61 hours
Choose a content major program from the following:
- Biology 49 hours and Chemistry 61 hours (for a complete list of courses required for licensure in Biology, Chemistry or General Science, please contact the Undergraduate Program Director)
- English 39 hours - English majors must take ENG 375 and 460
- Mathematics 43 hours - Mathematics majors must take MAT 410
- Social Studies 39 hours [30 hours in history which includes HIS 322 and 323, GOV 101 and 110, and SOC 101, and ECO 101]
Field Experience Requirements up to 100 clock hours
Students will complete field experiences in conjunction with the courses below. These field experience hours do not count in the summary of requirements for the specialization. Students will be required to pay a fee for suitability background checks prior to their initial field experiences in the program. The courses with field experiences include:
EDU 311 Foundations of Literacy: Teaching and Learning 30 clock hours
EDU 600 K-12 Curriculum and Instructional Technology 40 clock hours
EDU 641 Developing Literacy in Secondary School Literacy Teaching and Learning: Secondary Grades 30 clock hours
EDU 250 - Introduction to Education and Teaching (3)
An overview and study of contemporary trends, problems, and issues in general education in terms of educational philosophies, types of educational programs, the relation of education to the individual and society, and curriculum and instruction. Some consideration of the relevance of regular education to special education and education of deaf and hard of hearing students. Discussion of organizations and agencies related to education.
EDU 311 - Foundations of Literacy Teaching and Learning (3)
This course is designed to provide students with a foundational understanding of the theories, research and literature in the area of language and literacy acquisition and learning. Students will examine their own beliefs and processes related to language and literacy acquisition and learning. This course will prepare students for subsequent courses that address literacy teaching and learning in the classroom and the home courses.
- Prerequisites: EDU 250, LIN 101
Prerequisite or corequisite: EDF 323
EDU 323 - Educational Psychology (3)
The course addresses the application of psychological principles to the educational setting. Topics include learning theory, cognition and memory, individualized instruction, human development, intelligence, creativity, exceptionality, motivation, discipline, and measurement and evaluation.
EDU 493 - Integrative Practicum and Seminar in Teaching (3)
In this course, the Undergraduate Education program students spend at least 36 hours serving and aiding teachers in a public school program. This course will address integrating content (Language Arts and Social Studies) and require students to apply what is learned in the previous coursework to practicum situations in school sites. Regular group seminars are held to discuss, analyze, and reflect on educational topics related to teaching. This course prepares students for a subsequent student teaching experience.
- Prerequisites: An Approved Student Teaching Application and permission of the department.
EDU 600 - K-12 Curriculum and Instructional Technology (3)
This course will familiarize students with the nature and importance of curriculum in education from K-12. The course also provides an initial experience in integrated curriculum planning that incorporates the use of current technologies. Current theories of assessment, curriculum, instruction and learning across diverse educational settings are applied in classroom laboratory settings. Content assessments and evaluation in the candidate area(s) of study are emphasized. Field experience in a school setting is a required part of this course.
- Pre-requisite: Admission to the program or permission of the program director.
Course fee: $75 for purchase of Inspiration software to be used in the laboratory.
- Course Fee: $75.00
EDU 641 - Literacy Teaching and Learning: Secondary Grades (3)
In this course, candidates examine the purposeful social and cognitive processes of adolescent literacy, address instructional issues related to teaching and learning reading and writing in the middle and secondary grades (6-12), practice effective ways to deliver literacy skills for adolescents across a range of domains, with consideration given to motivation, comprehension, critical thinking, and assessment. This course provides the basis in adolescent literacy teaching and learning for teacher candidates who are about to embark upon the student teaching practicum experience in middle and secondary school settings, and requires related field-work.
- Prerequisites: EDU 600; EDU 311 or EDU 601; and admission to the education program, or permission of the program director.
EDU 643 - Secondary School Teaching Methods in English Language Arts (3)
In this course, teacher candidates explore and apply research-supported trends and curriculum in secondary English language arts instruction with diverse, English Language Learners (ELL), and special needs middle and high school adolescents. Topics covered in the course include professional standards for learning and teaching the pedagogy of secondary English language arts instruction in a technologically-advanced world, formal and informal assessment and evaluation, personal literacy development, and reflective professional engagement. Candidates read and respond to young adult literature across a range of genres, and create a macro-unit that includes reading and writing micro-lessons. The course should be taken concurrently with fieldwork dedicated to middle or secondary education (Grades 6-12).
- Pre-requisites: EDU 601
Pre- or Co-requisites: EDU 641
EDU 645 - Secondary School Teaching Methods in Social Studies (3)
This course is a literacy intensive course that concentrates on curriculum trends, teaching techniques, and appropriate media for teaching social studies in middle and secondary schools today. The course stresses the topics include: the social science disciplines in relation to social studies, simulation activities, instructional planning, evaluation, multi-cultural education, inquiry skills, and how to deal with controversial social issues in the classrooms.
- Prerequisites: EDU 600
Co-requisite: Concurrently registered in practicum
EDU 647 - Secondary School Teaching Methods in Science (3)
In this course, teacher candidates will learn about the current curriculum, contents, materials, and methodologies utilized by educators in the secondary school science class. The teacher candidates will explore methodological principles and apply them by developing lesson plans, science portfolio, activities, and projects. Observation, laboratory activities and participation in a field experience are included in this course. The teacher candidates will learn science by doing science using (FOSS) Full Option Science System.
- Prerequisites: EDU 600
Co-Requisite: Concurrently registered in practicum
EDU 648 - Student Teaching: Secondary Education (9)
This course is the final professional experience in the secondary programs and is a required field experience in a school classroom for a period of at least ten weeks under the supervision of the classroom teacher (cooperating teacher) and a University Supervisor. During the course, the student will take responsibility for planning, teaching, and evaluating all aspects of the classroom program. A required seminar is held weekly on campus for purposes of common problems and/or concerns, and exchange of useful teaching experiences.
- Pre-requisite: An approved student teaching application and permission of the Program Director.
Co-requisite: EDU 694
EDU 649 - Secondary Teaching Methods in Mathematics (3)
Students will learn about the current curriculum, content, materials, and methodologies utilized by educators in the secondary school mathematics curriculum. Students will explore methodological principles and apply them by developing lesson plans, a mathematics portfolio, activities, and projects. Observations, hand-on activities and participation in a field experience are included in the course. Students will learn mathematics by doing mathematics using National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics.
- Prerequisites: EDU 600
Co-requisite: Concurrently registered in practicum
EDU 665 - Children's Literature (3)
An in-depth study of children's literature primarily for early childhood and secondary education majors. Focuses on the evaluation, selection, and sharing of children's and young adult books in instructional settings. Participants will read, respond to, and evaluate picture books and chapter books of various genres. Emphasizes the identification and teaching of literary elements in context, strategies for sharing books with children, and the importance of using authentic children's and young's adult literature in schools.
EDU 670 - Teaching Students with Disabilities (3)
This course is designed to familiarize students with the identification of exceptional children in terms of developmental needs, interpretation of assessment data, development and evaluation of appropriate intervention strategies for the regular classroom teacher, and legislation in special education. This course will prepare teacher candidates to work with children and youth with a broad range of disabilities and educational needs. Topics will include understanding disability; understanding principles of legislation and curriculum and instruction; establishing positive learning environments; and working collaboratively.
- Prerequisite: Admission to the program or permission of the program director
EDU 694 - Student Teaching Seminar (3)
The student teaching seminar is a capstone course in which student teachers in the Undergraduate Education Program meet regularly as a group to discuss, analyze, reflect upon and resolve classroom issues that occur during their full-time internship experiences with hearing students. This course is designed to be taken in tandem with Student Teaching. Students will be participating in student teaching at various clinical sites every weekday for 10 weeks. Educational topics related to assessment, classroom management, certification, portfolio development, and related areas are covered in depth.
- Corequisites: EDU 628, EDU 638, or EDU 648; and permission of the Department of Education
LIN 101 - Sign Language & Sign Systems (3)
An introduction to the major features of languages and to the structure, use, and variation in the sign languages and sign systems commonly used in the United States. The course will cover four major topics: (1) Language: The nature and definition of languages, the uniqueness of language, and contrasts between language and other forms of communication; (2) Language and Culture: The role of language in human society, with special focus on language acquisition, language identity, and bilingualism; (3) American Sign Language Structure: A survey of the major features of the linguistic structure of ASL. Topics are: Phonology: the structure of the physical signals; Morphology: the basic structure and composition of meaningful units of ASL; Syntax: word order and nonmanual syntactic signals in ASL sentences; (4) Language Variation: Language variation and language contact in the deaf community, including discussions of contact varieties of signing and systems for representing English.
- Prerequisites: Qualifying performance on the English assessment or screening and passing ASL screening.
PSY 201 - Introduction to Psychology (3)
An introduction to the scientific study of human behavior, providing an overview of the major problems, methods, and contributions of psychology. Content areas include development, language, learning, cognition, physiological psychology, motivation and emotion, perception, psychometrics, personality, and abnormal and social psychology. The course can be taken in one of two formats: traditional lecture or individualized instruction.
- Prerequisite: GSR 102 or the equivalent
PSY 311 - Development I: Child Psychology (3)
This course examines the physical, psychological, social, and cognitive development from conception to the end of childhood. It will include discussion of the interaction of genetic and environmental factors in shaping of personality. It will describe language development and social and emotional adjustment of the child.
- Prerequisite: "C" or better in PSY 201
PSY 313 - Development II: The Psychology of Adolescence (3)
A study of developmental processes in adolescence. Included is the study of puberty and the intellectual, social, moral, emotional, religious, sexual, personality, and family transitions occurring during this period. Emphasis is given to the influence of the above changes on personal identity and current problems of the adolescent in American society. Also included is a discussion of levels of aspiration and vocational choice.
- Prerequisites: PSY 311 or the equivalent