Liberal Studies/ESOL

The NDMU School of Education strives to prepare teacher candidates to respond to the supply and demand of the teacher education workforce and endeavors to prepare candidates who are highly skilled and equipped to teach children regardless of learning style, differentiated or special needs, and racial or socio-economic status. As such, candidates are encouraged to pursue certification in more than one content area or specialization; e.g, Certification in Biology and Special Education; or in English and TESOL; or in Elementary Education and Early Childhood Education. In some cases, candidates can even obtain three or four certifications (e.g, elementary, special education, early childhood education and/or TESOL).

Having more than one certification yields several benefits: 1) Most important of all, candidates are exposed to specific content and instructional strategies that may be unique to targeted individuals or groups of students (e.g, second language generation students whose parents speak only in their native language). 2) Candidates acquire a deeper, richer background in the vast variety of instructional strategies that one might employ, irrespective of the student's classification (e.g, a student in a Gifted and Talented class might respond just as readily to a 'reward and praise' technique as would a student with special needs). 3) Candidates find that, when seeking employment, they are more marketable because principals are afforded greater flexibility in assigning them to teaching positions that fit the needs of their school and student population (e.g, if given two equally qualified candidates from which to select, a principal is more likely to hire a candidate who has more than one certification, thereby giving them more flexibility to assign highly qualified teachers to classrooms based on that certification).

In essence, the teacher candidates enter the education profession with a larger and more diverse skill set of instructional strategies and content knowledge to better meet the needs of the school system, where employed, and the children whom they are entrusted to teach.

Pathways to obtain dual, triple, or even four certifications are outlined in the following tables, based on professional courses needed, content areas, programs and degrees.

Elementary Education/Liberal Studies

The Elementary Education/Liberal Studies Major provides a balanced program of liberal arts courses in a variety of academic fields, a planned sequence of professional courses, and practical field experiences that culminate in an extended teaching internship experience. Completion of the program qualifies graduates for Maryland State Department Certification in Elementary Education. Each student works closely with an academic advisor to ensure that the student obtains all the credits needed for the degree, as well as the requirements of the State Department of Education for Certification in Elementary Education.  Women's College students interested in Elementary Education are encouraged to declare the Elementary Education/Liberal Studies Major in spring semester of the first year.

For students in CAUS, the practical field experiences, including the teaching internship, are the only parts of the Program of Study offered during the day. These must be taken during the academic year when elementary schools are in session. The teaching internship must be completed in the fall semester.

Programs of Study

Required Courses for a Major in Elementary Education/Liberal Studies

Liberal Arts courses in the Major are exclusive of those required for General Education.

          Literature (6)
          American literature and
          World literature

          American and World History (3)
          U.S. History (if World History was selected for general education) or
          Non-U.S. History (if American History was selected for general education)

          Mathematics (9)

          Natural Sciences (8/9)*
          Biological science with lab and
          Physical science with lab

          Social sciences (6)
          Geography and
          One of economics, psychology, political science or sociology

          Fine arts (3)
          ART (if Music was selected for general education) or
          MUS (if Art was selected for general education)

*Women's College students take three four-credit science courses; College of Adult Undergraduate Studies students take four three-credit science courses.

Professional Courses

          EDU-252 Clinical Field Experience: Elementary (3)
          EDU-300 Technology for Instruction and Management (3)
          EDU-303 Elementary Reading Materials (3)
          EDU-307 Social Studies in the Elementary School (3) OR EDU-313
          EDU-309 Instruction in Reading (3)
          EDU-310 Mathematics in the Elementary School (3)
          EDU-312 Science in the Elementary School (3) OR EDU-313
          EDU-313 Science and Social Studies in the Elementary School (3) OR EDU-307 & EDU-312
          EDU-319 Human Development and Learning (3)
          EDU-357 Processes and Acquisition of Reading (3)
          EDU-402 American Education in Historical Perspective (3)
          EDU-411 Internship: Teaching in the Elementary School (Internship teaching fee required.) (10 or 16)
          EDU-460 Assessment of Reading (3)
          SPE-326 Special Education for the Classroom Teacher (3)

Transportation is required for methods labs, field experiences and internships.

Certification in English for Speakers of Other Languages (ESOL)

Women's College students in Elementary and Secondary Education Programs of Study who also wish to earn Certification in ESOL complete the following additional courses:

Courses

          EDU-253 Clinical Field Experience: ESOL (3)
          EDU-308 Issues in ESOL (3)
          EDU-346 Methods and Materials ESOL (3)
          EDU-347 Assessing Second Language (3)
          EDU-360 Techniques of Teaching Reading and Writing to Students with Limited English Proficiency (3)
          EDU-409 Internship: Teaching ESOL K-12 (16)
          EDU-440 English Grammar for ESOL Teachers (3)

          The following additional professional preparation courses also are required:

          EDU-300 Technology for Instruction (3)
          EDU-319 Human Development and Learning (3)
          EDU-357 Processes/Acquisition of Reading (3)
          EDU-402 American Education in Historical Perspective (3)
          SPE-326 Special Education for the Classroom Teacher (3)

 

Courses

EDU-252 Clinical Field Experience: Elementary

Offers a direct instructional field experience in an assigned area elementary public school for three weeks, all day. Includes instruction in school organization, curriculum, characteristics and diverse needs of children, and issues in teaching and learning. Classroom observation and participation seminars. Permission required. (Offered in Winterim. Three-week session, full school days.) [3 credits]

EDU-253 Clinical Field Experience: ESOL

Provides opportunities for supervised classroom observation and participation in ESOL in a Baltimore area school. Assigned by the education department in cooperation with the local school systems. Three-week session, full school days. (Offered in Winterim.) [3 credits]

EDU-300 Technology for Instruction & Management

Provides prospective classroom teacher swith opportunities for planning, designing and producing projects that support the instructional needs of students in grades K-12, including best practices for the integration of technology into curriculum with state and national technology standards. Students complete a variety of projects to develop skills in word processing, Web page development, computer presentations and other technolgies. For education majors only. [ 3 credits ]

EDU-303 Elementary School Reading Materials

Assists participants in selecting and evaluating materials for teaching reading and developing related skills that are consistent with the findings of scientifically based reading research. Strengthens understanding of research-supported programs, approaches and methods to address different levels of reading proficiency within the classroom and thereby enable all students (G&T, ELL, Special Needs, etc) to become strategic, fluent and independent readers. Participants will use a variety of texts and other materials to promote independent reading. Participants will be prepared to involve parents and members of the school and community to promote daily reading inside and outside of school. Throughout the course, participants will apply key concepts to various group and individual tasks and projects, including discussions and simulations. NOTE: Students cannot receive credit for both EDU-103 and EDU-303. [3 credits]

EDU-307 Social Studies in the Elementary School

Provides a conceptual and analytical approach to teaching and learning social studies in the elementary school. Emphasis on integration of content and process through use of experimental, activity and inquiry approaches to meet the needs of diverse learners. Includes information related to selecting instructional resources, developing curriculum materials and integrating concepts, skills and values. Requires construction of learning materials and peer teaching. Permission required. [4 credits]

EDU-308 Issues in ESOL

Introduces students to the field of TESOL by providing an overview of instructional programs and approaches for teaching English as a second language to students from K-12 to postsecondary levels. The course includes bilingualism, legal and political trends as they pertain to ESL students in various educational settings, and the impact of state and national initiatives, such as the Common Core State Standards and ESSA, on ESL students and TESOL. [3 credits]

EDU-309 Instruction in Reading

Increases the participant's familiarity with a representative array of research-based instructional techniques and strategies in reading. Participants will learn age-appropriate instructional routines and strategies in the five major components of reading instruction (phonological and phonemic awareness; phonics, spelling and word study; fluency development; vocabulary; and comprehension). Throughout the course candidates will demonstrate their knowledge of the instructional routines and strategies by role-play, live demonstration, critiquing models, using the Common Core Reading Standards and reviewing the research in support of those approaches. [4 credits]

EDU-310 Mathematics in the Elementary School

Integrates mathematical concepts with the methods employed to teach mathematics in the elementary school. Emphasis on National Council of Teachers of Mathematics (NCTM) Standards and implementation of the Common Core Mathematics standards in instruction. Focus on a hands-on approach using manipulatives. Includes preparation of lesson plans and microteaching experiences. Permission required. [4 credits]

EDU-312 Science in the Elementary School

Integration of basic concepts of physical, life, earth and space sciences. Emphasis on discovery of concepts through demonstrations and investigations. Addresses the three domains of science education: knowledge, skills and attitudes. Attention given to National Standards, the Common Core Science Standards and the use of indicators in planning, instruction and assessing. Includes preparation of a science unit and microteaching experience. Permission required. [4 credits]

EDU-346 Methods and Materials for ESOL

Familiarizes students with methods and materials available to the ESOL teacher. Analyzes a wide variety of methods, with emphasis on currently accepted methodology. Different kinds of materials are examined in detail, including authentic materials and the Internet. Students will develop techniques for effectively teaching the four language skill areas in well-designed courses while also adapting standards-based content to the needs of ESOL students. [3 credits]

EDU-347 Assessing Second Language Acquisition

Introduces the student to various assessment techniques that are used in ESOL teaching. Examines traditional testing techniques, along with more recently developed alternative (authentic) methods for assessing second language learning, focusing on the four language skills: reading, writing, listening and speaking. Communicative competence in general will be stressed. n addition, we will critically evaluate the ESOL assessment methods used for placement purposes by various local public school systems as well as placement tests used for adult and higher education. [3 credits]

EDU-357 Procurement & Acquisition of Reading

Assists pre-service and in-service teachers in understanding the reading acquisition process through observation and analysis of reading and written language development. The course is organized around current, accepted, research-based theoretical models that account for individual differences in reading. Introduction to language structure including spoken syllables, phonemes, graphemes and morphemes is included. Using current research-based strategies, participants will apply knowledge of the core areas of language to reading acquisition in terms of first and second language acquisition, typical development, gifted and talented and other exceptionalities. Throughout the course, candidates will demonstrate their knowledge of concepts and skills through a variety of tasks such as assessing their ability to identify linguistic units, observations of students and analysis of student work, and presentations of research summaries. NOTE: Students cannot receive credit for both EDU-207 and EDU-357. [3 credits]

EDU-360 Techniques of Teaching Reading and Writing to Students With Limited English Proficiency

Addresses the development of reading and writing from a cognitive perspective. Students will become familiar with the approaches, methods and techniques appropriate for the teaching of reading and writing to English Language Learners. Special topics such as the integrated skills curriculum, language-specific rhetorical styles and free voluntary reading will also be discussed. Students will evaluate and design appropriate classroom materials. [3 credits]

EDU-402 American Education in Historical Perspective

Surveys major developments in the history of American education from colonial times to the present. Examines influential persons, ideas and institutions in the context of American society. Education and public policy, legal issues, priorities and innovations in American education reviewed from a critical perspective. [3 credits]

EDU-409 Internship:Teaching ESOL K-12

Develops intensive opportunities for full-time observation and supervised internship teaching experience in diverse Baltimore area professional development schools. Permission required. Teaching internship fee required. [16 credits] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

EDU-411 Internship: Teaching in the Elementary School

Provides full-time observation and supervised internship experiences in diverse Baltimore area professional development schools. Seminars on various topics in education such as analysis of teaching in elementary schools, school and family relationships, and interviewing and employment practices. Permission required. Teaching internship fee required. [5-11 credits] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

EDU-440 English Grammar for ESOL Teachers

Analyzes the grammar of American English in detail, with an emphasis on those areas of English grammar that tend to present problems for ESOL/EFL students. Students will learn how to teach grammar, including how to contextualize grammar instruction in thematic lessons. Included will be a discussion of how grammar instruction fits into current trends in language teaching. [3 credits]

SPE-326 Special Education for the Classroom Teacher

Includes brief history as well as legal foundations of current special education models and practices. Explores characteristics of students with disabilities as well as at-risk populations in general education. Addresses the responsibilities of educators, exploring generic strategies for programming for special needs students in the general education classroom, including the Common Core Standards. Required for all Maryland teachers. [3 credits]