School of Education
Overview
Pathways to Dual, Triple, or Four Certifications
Women's College or College of Adult Undergraduate Studies?
Option: B.A.
Elementary Education/Liberal Studies
Secondary Education (Women's College Only)
Option: B.A./M.A.T. (Womens's College Only)
Programs of Study
Elementary Education with Dual Certification in Special Education
Elementary Education with Dual Certification in Early Childhood Education
Secondary Education Certification
Certification in English for Speaker of Other Languages (ESOL)
Physical Education
Elementary Education/Liberal Studies Four-Year Plan
Elementary Education/Liberal Studies and Special Education Certification Four-Year Plan
Elementary Education/Liberal Studies and Early Childhood Education Certification Four-Year Plan
Secondary Education Four-Year Plan
Course Descriptions
Sharon Slear, SSND, Ph.D, Dean, School of Education
Gary Thrift, Ed.D, Chair, School of Education
Kelly Byrne Bull, Ph.D.
Bridget Connor, GNSH, Ed.D.
Juliann Dupuis, Ph.D
Christa de Kleine, Ph.D.
Dywer, Patricia, Ph.D.
Danea Farley, M.S.
Melissa Falen, M.A.
Mark Fenster, Ph.D.
Mary Fitzgerald, SSND
Keri Guilbault, Ed.D.
Robin Hobbs, Ed.D.
Dawn Jacobs, Ph.D.
Betty Kansler, M.Ed.
Margaret Land, J.D.
Andrew Moore, Ph.D.
David Morrocco, Ph.D.
Kathy Corley Murray, M.A.
Lisa Pallet, M.A.
Carol Rabin, M.Ed.
Joan Sattler, Ed.D.
Stephanie Savick, Ph.D.
Ryan Schaaf, M.S.
Angela Snyder, Ph.D.
Evelyn Spratt, Ph.D.
RaeAnn Wuestman, Ph.D.
The School of Education offers full-time and part-time, four-year and five-year programs that integrate academic and professional studies and lead to certification in secondary education, secondary and special education, elementary education, elementary and special education, or elementary and early childhood education. Each program requires the creation of an electronic portfolio throughout the course of study; it is to be completed with each course of study. An ePortfolio license fee is required.
All B.A. programs in education are designed to provide a balance among liberal arts courses in a variety of academic fields, a planned sequence of professional courses, and practical field experiences which may begin in the first year of college and which culminate in an extended internship experience in the senior year. The School of Education may require a student to take specific courses in addition to those listed as requirements. Each program aims to build competence through appropriate academic and professional course work, and to involve the student in practical classroom internship activities of steadily increasing responsibility. Internship placements are in professional development school environments through collaborative arrangements between Notre Dame and area school systems.
Graduates of the School of Education are educators in virtually every public school district throughout the State of Maryland, as well as in many private, independent and parochial schools. Not only do they ably serve Maryland's students, they are recognized as outstanding leaders. Many have been honored as "Teacher of the Year" in their respective districts; e.g, Anne Arundel County, Baltimore City, Baltimore County, Caroline County, Carroll County, Harford County, St. Mary's County.
To schedule course work effectively, each student is expected to meet regularly each semester with her advisor. Upon declaring a major, the student also must complete the Application for Teacher Education through the School of Education.
To be eligible for the extended teaching internship in a professional development school, a student must attain a 3.2 cumulative grade point average, a 3.0 or higher in methods courses, and a grade of C or higher in each of her professional courses. Students must pass PRAXIS Core* prior to enrolling in methods courses. Students in secondary education, art and music education also must have the recommendation of their academic departments. To be eligible for Maryland state certification through one of the approved programs at the University, the student must attain a 3.0 cumulative grade point average, must earn a grade of B or higher during the internship and pass PRAXIS Core Academic Skills* and PRAXIS II examinations. PRAXIS Core* must be passed prior to enrolling in methods courses; PRAXIS II must be taken during the internship semester and passed before approval for certification.
Note: Taking and passing PRAXIS Core: Any student who is actively considering making application to the School of Education to pursue a career in teaching is required to pass the PRAXIS Core exam as a condition of admission to the School of Education. Students should take the PRAXIS Core as early as possible during their college experience so that they have time to assess and (if need be) remediate any area of concern (reading, writing or mathematics). Participation in methods courses and the student internship will not be permitted until the PRAXIS Core has been passed. There are a variety of resources available for students who perceive the need for additional support: e.g, texts in the Education Lab, on-line tutorials, PRAXIS prep seminars, etc. For more information regarding testing opportunities and preparation, consult www.ETS.org.
*In place of PRAXIS Core, Maryland will accept the following options:
- SAT taken after 2005, combined math and critical reading scores of 1100;
- SAT taken between 4/95 and 2005, math and verbal composite score of 1100;
- SAT taken prior to 4/95, math and verbal score of 1000;
- ACT composite score of 24
Certification candidates in all programs complete a professional electronic portfolio using guidelines developed by the education department in accordance with Interstate New Teacher Assessment and Support Consortium (InTASC) Core Standards. Approved program graduates benefit from interstate reciprocity agreements in all states.
Teacher education programs are offered in elementary education, elementary and special education, elementary and early childhood education, art N-12, and vocal music N-12. Notre Dame also offers secondary education programs in art, biology, business, chemistry, computer studies, English, ESOL, history, mathematics, modern foreign languages (French, Spanish)**, physics and social studies.
** Due to the fact that NDMU’s world languages program is nationally recognized by the American Council on the Teaching of Foreign Languages (ACTFL),teacher candidates who are seeking certification in Maryland for Spanish or French are required to achieve a passing score of “Advanced Low” or better on BOTH the Oral Proficiency Interview (OPI) and the Written Proficiency Test (WPT), both of which are administered by an interviewer/proctor who is certified by ACTFL. Note that some teacher candidates in lieu of the OPI may elect to take the OPI(c) which is a computer version of the OPI. Teacher candidates may take these two assessments at any time during their program of study but prior to their methods course of study. Teacher candidates are encouraged to explore opportunities that will enable them to meet the “Advanced Low” standard/score, including participation in study abroad, volunteer and service learning opportunities, language clubs, and film festivals and by viewing films and television programs in the world language they will be studying. More information about these assessments can be found at www.languagetesting.com
Students should confer with their School of Education advisor to confirm that they have completed all the requirements for the MSDE approved program(s) as well as the Notre Dame's degree requirements.
Pathways to Dual, Triple or Four Certifications
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 toolbox 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.
Course Matrix for Women's College Elementary Education BA Degrees
|
Required Professional Courses |
Bachelor of Arts Degrees** - Elementary Education |
||||
|
Elem Education |
Elem & Special Education |
Elem & Early Childhood |
Elem & TESOL |
Elem, Special, and ECE |
|
|
EDU-300 Technology for Instruction and Management |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
EDU-303 Elementary Reading Materials |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
EDU-357 Processes & Acquisition of Reading |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
EDU-252 or 253 or SPE 373 Clinical Field Experience |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
EDU-301 Educational Psychology |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
EDU-307 Social Studies in the Elementary School |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
EDU-308 Issues in ESOL |
(3 credit) |
||||
|
EDU-309 Instruction in Reading |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
EDU-310 Mathematics in the Elementary School |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
EDU-312 Science in the Elementary School |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
EDU-315 Curriculum Methods/Mat. for the Young Child |
(3 credit) |
(3 credit) |
|||
|
EDU-346 Methods and Materials ESOL |
(3 credit) |
||||
|
EDU-347 Assessing Second Language |
(3 credit) |
||||
|
EDU-360 Techniques of Teaching Reading & Writing to Students with Limited English Proficiency |
(3 credit) |
||||
|
EDU-402 American Education in Historical Perspective |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
EDU-409 Internship: Teaching ESOL K-12 |
(6 credit) |
||||
|
EDU-410 Internship: Teaching in Early Childhood Educ. |
(6 credit) |
||||
|
EDU-411 Internship: Teaching in the Elementary School |
(16 credit)* |
(10 credit) |
(10 credit) |
(10 credit) |
(10 credit) |
|
EDU-440 English Grammar for ESOL Teachers |
(3 credit) |
||||
|
EDU-460 Assessment of Reading |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
PSY-203 Child and Adolescent Development |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
SPE-326 Special Education for the Classroom Teacher |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
SPE-337 Communication Skills for the Special Educator |
(3 credit) |
(3 credit) |
|||
|
SPE-321 Methods of Teaching Students with Special Needs |
(3 credit) |
(3 credit) |
|||
|
SPE-344 Assessment in Special Education |
(3 credit) |
(3 credit) |
|||
|
SPE-421 Elementary Curriculum Design and Adaptation |
(3 credit) |
(3 credit) |
|||
|
SPE-475 Student Teaching in Special Education |
(6 credit) |
(6 credit) |
|||
|
TOTAL |
45 credit |
67 credit |
58 credit |
67 credit |
70 credit |
*16 credits for Women's College, 12 credits for CAUS
** Some programs may require coursework during the summer and/or winterim.
Course Matrix for Women's College Secondary Education BA Degrees
|
Required Professional Courses |
Bachelor of Arts Degrees* - Secondary Education |
||||
|
Secondary Education |
Secondary & Special Education |
Secondary & TESOL |
|||
|
EDU-300 Technology for Instruction and Management |
(3 credit) |
(3 credit) |
(3 credit) |
||
|
EDU-253 Clinical Field Experience: ESOL |
(3 credit) |
||||
|
EDU-301 Educational Psychology |
(3 credit) |
(3 credit) |
(3 credit) |
||
|
EDU-308 Issues in ESOL |
(3 credit) |
||||
|
EDU-344 Teaching Reading & Writing in the Secondary Schools Content Areas I |
(3 credit) |
(3 credit) |
(3 credit) |
||
|
EDU-346 Methods and Materials ESOL |
(3 credit) |
||||
|
EDU-347 Assessing Second Language |
(3 credit) |
||||
|
EDU-360 Techniques of Teaching Reading & Writing to Students with Limited English Proficiency |
(3 credit) |
||||
|
EDU-376 Clinical Field Experience Secondary |
(3 credit) |
(3 credit) |
(3 credit) |
||
|
EDU-402 American Education in Historical Perspective |
(3 credit) |
(3 credit) |
(3 credit) |
||
|
EDU-409 Internship: Teaching ESOL K-12 |
(6 credit) |
||||
|
EDU 430-439 Methods of Teaching in the content area |
(3 credit) |
(3 credit) |
(3 credit) |
||
|
EDU-413 Student Teaching in Secondary School |
(12 Credit) |
(6 Credit) |
(6 Credit) |
||
|
EDU-440 English Grammar for ESOL Teachers |
(3 credit) |
||||
|
EDU-451 Teaching Reading & Writing in the Secondary Schools Content Areas II |
(3 credit) |
(3 credit) |
(3 credit) |
||
|
PSY-203 Child and Adolescent Development |
(3 credit) |
(3 credit) |
(3 credit) |
||
|
SPE-326 Special Education for the Classroom Teacher |
(3 credit) |
(3 credit) |
(3 credit) |
||
|
SPE-337 Communication Skills for the Special Educator |
(3 credit) |
||||
|
SPE-321 Methods of Teaching Students with Special Needs |
(3 credit) |
||||
|
SPE-344 Assessment in Special Education |
(3 credit) |
||||
|
SPE-373 Field Experience in Special Education |
(3 credit) |
||||
|
SPE-475 Student Teaching in Special Education |
(6 credit) |
||||
|
TOTAL |
42 credit |
51 credit |
57 credit |
||
* Some programs may require coursework during the summer and/or winterim.
Course Matrix for Women's College Elementary Education BA/MAT Degrees
|
Required Professional Courses |
Bachelor of Arts Degrees - Elementary Education |
||||||
|
*Notes - Some 100, 200, 300, and 400 level classes may be taken as an undergraduate student |
Elem. Educ. |
Elem. & Special Educ. |
Elem. & ECE |
Elem. & TESOL |
Elem, ECE, & Special |
Elem, ECE, Special, & TESOL |
|
|
EDU-300 or 556 Technology for Instruction and Management |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
|
EDU-303 or 510 Elementary Reading Materials |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
|
EDU-357 or 509 Processes & Acquisition of Reading |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
|
EDU-301 Educational Psychology AND PSY 203 Child and Adolescent Development (for 6 credits) OR EDU-519 Human Development and Learning |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
|
EDU-307 Social Studies in Elementary School AND 312 Science in Elementary School (for 6 credits) OR 513 Science and Social Studies in Elementary School |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
|
EDU-308 or 508 Issues in ESOL |
(3 credit) |
(3 credit) |
|||||
|
EDU-309 or 542 Instruction in Reading |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
|
EDU-310 or 592 Mathematics in the Elementary School |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
|
EDU-312 Science in the Elementary School |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
|
EDU-315 Curriculum Methods/Mat. for the Young Child |
(3 credit) |
||||||
|
EDU-346 or 546 Methods and Materials ESOL |
(3 credit) |
(3 credit) |
|||||
|
EDU-347 or 547 Assessing Second Language |
(3 credit) |
(3 credit) |
|||||
|
EDU-360 or 586 Techniques of Teaching Reading & Writing to Students with Limited English Proficiency |
(3 credit) |
(3 credit) |
|||||
|
EDU-402 American Education in Historical Perspective |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
|
EDU-440 or 596 English Grammar for ESOL Teachers |
(3 credit) |
(3 credit) |
|||||
|
EDU-460 or 511 Assessment of Reading |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
|
EDU 602 Internship in the Elementary School |
(6 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
|
EDU-603 Internship in Early Childhood Education |
(3 credit) |
||||||
|
EDU 604 Analytic/Reflection/Research Seminar |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
||
|
EDU-611 Internship in TESOL Education |
(3 credit) |
(3 credit) |
|||||
|
PSY-203 Child and Adolescent Development |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
|
SPE-326 or 526 Special Education for the Classroom Teacher |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
|
SPE-337 or 576 Communication Skills for the Special Educator |
(3 credit) |
(3 credit) |
(3 credit) |
||||
|
SPE-321 or 546 Methods of Teaching Students with Special Needs |
(3 credit) |
(3 credit) |
(3 credit) |
||||
|
SPE-344 or 544 Assessment in Special Education |
(3 credit) |
(3 credit) |
(3 credit) |
||||
|
SPE-421 or 570 Elementary Curriculum Design and Adaptation |
(3 credit) |
(3 credit) |
(3 credit) |
||||
|
SPE-475 or 601 Internship in Special Education |
(3 credit) |
(3 credit) |
(3 credit) |
||||
|
TOTAL |
45 credit |
57 credit |
48 credit |
57 credit |
57 credit |
75 credit |
|
ECE = Early Childhood Education TESOL = Teachers of English for Speakers of Other Languages
Some programs may require coursework during the summer and/or winterim. These six certification pathways do not cover the full range of possibilities.
Pathways to Dual, Triple or Four Certifications
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 toolbox 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.
Course Matrix for Women's College Elementary Education BA Degrees
|
Required Professional Courses |
Bachelor of Arts Degrees** - Elementary Education |
||||
|
Elem Education |
Elem & Special Education |
Elem & Early Childhood |
Elem & TESOL |
Elem, Special, and ECE |
|
|
EDU-300 Technology for Instruction and Management |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
EDU-303 Elementary Reading Materials |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
EDU-357 Processes & Acquisition of Reading |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
EDU-252 or 253 or SPE 373 Clinical Field Experience |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
EDU-301 Educational Psychology |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
EDU-307 Social Studies in the Elementary School |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
EDU-308 Issues in ESOL |
(3 credit) |
||||
|
EDU-309 Instruction in Reading |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
EDU-310 Mathematics in the Elementary School |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
EDU-312 Science in the Elementary School |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
EDU-315 Curriculum Methods/Mat. for the Young Child |
(3 credit) |
(3 credit) |
|||
|
EDU-346 Methods and Materials ESOL |
(3 credit) |
||||
|
EDU-347 Assessing Second Language |
(3 credit) |
||||
|
EDU-360 Techniques of Teaching Reading & Writing to Students with Limited English Proficiency |
(3 credit) |
||||
|
EDU-402 American Education in Historical Perspective |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
EDU-409 Internship: Teaching ESOL K-12 |
(6 credit) |
||||
|
EDU-410 Internship: Teaching in Early Childhood Educ. |
(6 credit) |
||||
|
EDU-411 Internship: Teaching in the Elementary School |
(16 credit)* |
(10 credit) |
(10 credit) |
(10 credit) |
(10 credit) |
|
EDU-440 English Grammar for ESOL Teachers |
(3 credit) |
||||
|
EDU-460 Assessment of Reading |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
PSY-203 Child and Adolescent Development |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
SPE-326 Special Education for the Classroom Teacher |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
SPE-337 Communication Skills for the Special Educator |
(3 credit) |
(3 credit) |
|||
|
SPE-321 Methods of Teaching Students with Special Needs |
(3 credit) |
(3 credit) |
|||
|
SPE-344 Assessment in Special Education |
(3 credit) |
(3 credit) |
|||
|
SPE-421 Elementary Curriculum Design and Adaptation |
(3 credit) |
(3 credit) |
|||
|
SPE-475 Student Teaching in Special Education |
(6 credit) |
(6 credit) |
|||
|
TOTAL |
45 credit |
67 credit |
58 credit |
67 credit |
70 credit |
*16 credits for Women's College, 12 credits for CAUS
** Some programs may require coursework during the summer and/or winterim.
Course Matrix for Women's College Secondary Education BA Degrees
|
Required Professional Courses |
Bachelor of Arts Degrees* - Secondary Education |
||||
|
Secondary Education |
Secondary & Special Education |
Secondary & TESOL |
|||
|
EDU-300 Technology for Instruction and Management |
(3 credit) |
(3 credit) |
(3 credit) |
||
|
EDU-253 Clinical Field Experience: ESOL |
(3 credit) |
||||
|
EDU-301 Educational Psychology |
(3 credit) |
(3 credit) |
(3 credit) |
||
|
EDU-308 Issues in ESOL |
(3 credit) |
||||
|
EDU-344 Teaching Reading & Writing in the Secondary Schools Content Areas I |
(3 credit) |
(3 credit) |
(3 credit) |
||
|
EDU-346 Methods and Materials ESOL |
(3 credit) |
||||
|
EDU-347 Assessing Second Language |
(3 credit) |
||||
|
EDU-360 Techniques of Teaching Reading & Writing to Students with Limited English Proficiency |
(3 credit) |
||||
|
EDU-376 Clinical Field Experience Secondary |
(3 credit) |
(3 credit) |
(3 credit) |
||
|
EDU-402 American Education in Historical Perspective |
(3 credit) |
(3 credit) |
(3 credit) |
||
|
EDU-409 Internship: Teaching ESOL K-12 |
(6 credit) |
||||
|
EDU 430-439 Methods of Teaching in the content area |
(3 credit) |
(3 credit) |
(3 credit) |
||
|
EDU-413 Student Teaching in Secondary School |
(12 Credit) |
(6 Credit) |
(6 Credit) |
||
|
EDU-440 English Grammar for ESOL Teachers |
(3 credit) |
||||
|
EDU-451 Teaching Reading & Writing in the Secondary Schools Content Areas II |
(3 credit) |
(3 credit) |
(3 credit) |
||
|
PSY-203 Child and Adolescent Development |
(3 credit) |
(3 credit) |
(3 credit) |
||
|
SPE-326 Special Education for the Classroom Teacher |
(3 credit) |
(3 credit) |
(3 credit) |
||
|
SPE-337 Communication Skills for the Special Educator |
(3 credit) |
||||
|
SPE-321 Methods of Teaching Students with Special Needs |
(3 credit) |
||||
|
SPE-344 Assessment in Special Education |
(3 credit) |
||||
|
SPE-373 Field Experience in Special Education |
(3 credit) |
||||
|
SPE-475 Student Teaching in Special Education |
(6 credit) |
||||
|
TOTAL |
42 credit |
51 credit |
57 credit |
||
* Some programs may require coursework during the summer and/or winterim.
Course Matrix for Women's College Elementary Education BA/MAT Degrees
|
Required Professional Courses |
Bachelor of Arts Degrees - Elementary Education |
||||||
|
*Notes - Some 100, 200, 300, and 400 level classes may be taken as an undergraduate student |
Elem. Educ. |
Elem. & Special Educ. |
Elem. & ECE |
Elem. & TESOL |
Elem, ECE, & Special |
Elem, ECE, Special, & TESOL |
|
|
EDU-300 or 556 Technology for Instruction and Management |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
|
EDU-303 or 510 Elementary Reading Materials |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
|
EDU-357 or 509 Processes & Acquisition of Reading |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
|
EDU-301 Educational Psychology AND PSY 203 Child and Adolescent Development (for 6 credits) OR EDU-519 Human Development and Learning |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
|
EDU-307 Social Studies in Elementary School AND 312 Science in Elementary School (for 6 credits) OR 513 Science and Social Studies in Elementary School |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
|
EDU-308 or 508 Issues in ESOL |
(3 credit) |
(3 credit) |
|||||
|
EDU-309 or 542 Instruction in Reading |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
|
EDU-310 or 592 Mathematics in the Elementary School |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
|
EDU-312 Science in the Elementary School |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
|
EDU-315 Curriculum Methods/Mat. for the Young Child |
(3 credit) |
||||||
|
EDU-346 or 546 Methods and Materials ESOL |
(3 credit) |
(3 credit) |
|||||
|
EDU-347 or 547 Assessing Second Language |
(3 credit) |
(3 credit) |
|||||
|
EDU-360 or 586 Techniques of Teaching Reading & Writing to Students with Limited English Proficiency |
(3 credit) |
(3 credit) |
|||||
|
EDU-402 American Education in Historical Perspective |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
|
EDU-440 or 596 English Grammar for ESOL Teachers |
(3 credit) |
(3 credit) |
|||||
|
EDU-460 or 511 Assessment of Reading |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
|
EDU 602 Internship in the Elementary School |
(6 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
|
EDU-603 Internship in Early Childhood Education |
(3 credit) |
||||||
|
EDU 604 Analytic/Reflection/Research Seminar |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
||
|
EDU-611 Internship in TESOL Education |
(3 credit) |
(3 credit) |
|||||
|
PSY-203 Child and Adolescent Development |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
|
SPE-326 or 526 Special Education for the Classroom Teacher |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
(3 credit) |
|
|
SPE-337 or 576 Communication Skills for the Special Educator |
(3 credit) |
(3 credit) |
(3 credit) |
||||
|
SPE-321 or 546 Methods of Teaching Students with Special Needs |
(3 credit) |
(3 credit) |
(3 credit) |
||||
|
SPE-344 or 544 Assessment in Special Education |
(3 credit) |
(3 credit) |
(3 credit) |
||||
|
SPE-421 or 570 Elementary Curriculum Design and Adaptation |
(3 credit) |
(3 credit) |
(3 credit) |
||||
|
SPE-475 or 601 Internship in Special Education |
(3 credit) |
(3 credit) |
(3 credit) |
||||
|
TOTAL |
45 credit |
57 credit |
48 credit |
57 credit |
57 credit |
75 credit |
|
ECE = Early Childhood Education TESOL = Teachers of English for Speakers of Other Languages
Some programs may require coursework during the summer and/or winterim. These six certification pathways do not cover the full range of possibilities.
Women's College or College of Adult Undergraduate Studies?
Although many degrees and majors are offered through both the Women’s College and the College of Adult Undergraduate Studies (CAUS), there are significant differences in their populations and scheduling. To determine whether the Women’s College or CAUS is the most appropriate for you, see the college descriptions under Academic Information.
Option: B.A.
The School of Education offers the Bachelor of Arts in Elementary Education/Liberal Studies to students in the Women's College and College of Adult Undergraduate Studies. For students in the Women's College, the School of Education also offers a program of professional courses for certification in secondary education. Additionally, the school offers a sequence of courses in special education and early childhood education that provides the opportunity for elementary education/liberal studies majors to meet certification requirements in special education, early childhood education or ESOL in addition to elementary education. The special education sequence also may be taken by students in a secondary education program. All programs are NCATE accredited and MSDE approved.
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. All students must complete the Application for Teacher Education through the School of Education prior to methods courses. 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 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.
Secondary Education
(Women's College only)
A student seeking to be certified in secondary education (e.g., art, biology, chemistry, English, etc.) must major in one of the academic departments offering a Maryland State Department of Education-approved program in secondary education and take the sequence of professional courses listed in the education program listings. Students interested in secondary education declare the minor after acceptance as majors in their academic disciplines, preferably by the end of sophomore year.
Option: BA/MAT
(Women's College only)
This option enables a full-time student to complete the bachelor of arts and master of arts in teaching degrees and to fulfill state certification requirements within four or five years. For the elementary education option, students complete the liberal arts major for their baccalaureate degree and the master of arts in teaching in elementary education in the final year. (See liberal arts program listings for a description of the liberal arts major.)
For the secondary education option, students complete a major in an academic discipline for their bachelor's degree and the master of arts in teaching in the final year.
If a student wishes to pursue the four-year B.A./M.A.T. option, she must meet with the advisor of the School of Education at the time of entrance or before beginning the second semester of the first year to plan her program appropriately. In the five-year option, the student meets with the chair in the second semester of the sophomore year.
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-208 (if music was selected for general education) or
MUS-202 (if art was selected for general education)
*Women's College students take two four-credit science courses; College of Adult Undergraduate Studies students take three three-credit science courses.
Professional Courses
EDU-300 Technology for Instruction and Management (3)
EDU-303 Elementary Reading Materials (3)
EDU-357 Processes and Acquisition of Reading (3)
EDU-252 Clinical Field Experience: Elementary (3)
EDU-301 Educational Psychology (3)
EDU-307 Social Studies in the Elementary School (3)
EDU-309 Instruction in Reading (3)
EDU-310 Mathematics in the Elementary School (3)
EDU-312 Science in the Elementary School (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)
PSY-203 Child and Adolescent Development (3)
Transportation is required for methods labs, field experiences and internships.
Elementary Education with Dual Certification in Special Education
Required Courses
The following courses are available to the student seeking to meet the course requirements for Maryland certification in special education in addition to certification through the approved program in elementary education. The student interested in pursuing this option is advised to begin coursework in the first year and to follow carefully the sequence outlined by her advisor. Students working toward dual certification will use special education courses in place of electives. They will take the liberal studies and elementary education courses listed previously and an additional 24 credits in special education. The student teaching experience can be accomplished during the same semester as the elementary education student teaching. More than 120 credits are needed to graduate with dual certification.
Professional Courses
SPE-337 Communication Skills for the Special Educator (3)
SPE-321 Methods of Teaching Students with Special Needs (3)
SPE-344 Assessment in Special Education (3)
SPE-373 Field Experience in Special Education (3)
SPE-421 Elementary Curriculum Design and Adaptation (3)
SPE-422 Secondary Curriculum Design and Adaptation (for students seeking secondary certification only) (3)
SPE-475 Student Teaching in Special Education (Student teaching fee required) (6)
Transportation is required for method labs, field experiences and internships.
Elementary Education with Dual Certification in Early Childhood Education
Required Courses
The following courses are available to the student seeking to meet the course requirements for Maryland certification in early childhood education in addition to certification through the approved program in elementary education. The student interested in pursuing this option is advised to begin coursework in the sophomore year and to follow carefully the sequence outlined by her advisor. Students working toward dual certification will use early childhood education courses in place of electives. They will take the liberal studies and elementary education courses listed previously and the following courses in early childhood education:
Professional Courses
EDU-315 Curriculum/Methods and Materials for the Young Child (3)
EDU-410 Internship: Teaching in Early Childhood Education (6)
Internship fee required.
Certification in English for Speakers of Other Languages (ESOL)
Women's College students in elementary and secondary education programs 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-357 Processes/Acquisition of Reading (3)
EDU-301 Educational Psychology (3)
EDU-402 American Education in Historical Perspective (3)
PSY-203 Child and Adolescent Psychology (3)
SPE-326 Special Education for the Classroom Teacher (3)
Secondary Education Certification
Required Courses
Students preparing for certification in secondary education subject areas will major in one of the academic departments offering an approved program and will meet the requirements for that department. In addition, the student takes the following professional courses
Professional Courses
EDU-300 Technology for Instruction and Management (3)
EDU-301 Educational Psychology (3)
EDU-344 Teaching Reading and Writing in the Secondary School Content Areas I (4)
EDU-363 Field Experience in Secondary Education (variable)
EDU-376 Clinical Field Experience: Secondary (3)
EDU-402 American Education in Historical Perspective (3)
EDU-451 Teaching Reading and Writing in the Secondary School Content Areas II (3)
SPE-326 Special Education for the Classroom Teacher (3)
PSY-203 Child and Adolescent Development (3)
The following courses in the required sequence are taken in the education semester, the first semester of senior year. Since no other courses may be taken during this time, the student needs to plan her departmental program accordingly.
Education Semester Courses
Methods in the student's area of concentration selected from:
EDU-430 Art N-12 (3)
EDU-431 English in the Secondary School (3)
EDU-432 Modern Foreign Language in the Secondary School (3)
EDU-433 Mathematics in the Elementary and Secondary School (3)
EDU-437 Science in the Secondary School (3)
EDU-439 Social Studies in the Secondary School (3)
MUS-305 Methods of Teaching Music in the Elementary School (3)
EDU-412 Internship: Teaching Elementary Art (Internship fee required (variable)
EDU-413 Internship: Teaching in the Secondary School (Internship fee required) (12)
EDU-417 Internship: Elementary Vocal Music (Internship fee required) (variable)
EDU-418 Internship: Secondary Vocal Music (Internship fee required) (variable)
EDU-419 Internship: Secondary Art (Internship fee required) (variable)
Transportation is required for methods and teaching internship.
Physical Education
Melissa Falen, M.A, Coordinator
The physical education program is an integral part of a liberal arts education. Physical education is designed to encourage the student's knowledge, interest, participation and competence in physical activities. Courses are offered in two areas: theory and skill-based classes. Emphasis is on developing and maintaining comprehensive wellness, including physical fitness and personal well being, by enjoying leisure activities and developing leadership skills through building self-confidence.
Requirements
All physical education courses fulfill the 1-credit general education requirement in physical education. Students may choose either a skill (100-level) or theory (200/300-level) course. Students may take up to 3 credits of physical education toward the 120 graduation credit total. Students may opt to take more than 3 credits of physical education credits as electives that do not count toward the 120 credit minimum.
The general education requirement may be fulfilled through participation on a University varsity athletic team in accordance with University policy. Policy information is available in the physical education office, the athletic department and from the registrar.
Elementary Education/Liberal Studies Four-Year Plan
Sample program of study for the Women's College liberal studies/elementary education major. Students should select courses with the assistance of a faculty advisor. (See course descriptions for a list of required courses and description of course and program options.)
| Fall | Spring | ||
| First year | |||
| IDS-100 Perspectives on Education | 3 | Chemistry or Physical Science | 4 |
| ENG-101 College Writing | 3 | Foreign Language (if needed) | 3 |
| Physical Science or Biology | 4 | EDU-303 Elementary Reading Materials | 3 |
| Mathematics (120, 121, 122, 125) | 3 | MUS-202 Music for Teachers | 3 |
| Foreign Language | 3 | Philosophy (200-level) | 3 |
| [16 credits] | Physical Education | 1 | |
| [17 credits] | |||
| Second year | |||
| Physical Science or Biology | 4 | ART-208 Creative Arts | 3 |
| EDU-357 Processes and Acquisition/Reading | 3 | English Literature | 3 |
| PSY-203 Child/Adolescent Development | 3 | Mathematics (120, 121, 122, 125) | 3 |
| Mathematics (120, 121, 122, 125) | 3 | Sociology | 3 |
| RST-201 Intro to Biblical Studies | 3 | GEO-206 Geography | 3 |
| [16 credits] | COM-206 Public Speaking or COM-106 Fundamentals of Oral Communication |
3 | |
| [18 credits] | |||
| Pass PRAXIS Core before methods classes | |||
| Third year | |||
| History | 3 | EDU-309/310 Methods: | |
| Mathematics (120, 121, 122, 125) | 3 | Reading in Elementary School | 3 |
| EDU-301 Educational Psychology | 3 | Mathematics in Elementary School | 3 |
| Philosophy (300 or values) | 3 | EDU-307/312 Methods: | |
| English Literature | 3 | Social Studies in Elementary School | 3 |
| SPE-325 Special Education for Teachers | 3 | Science in Elementary School | 3 |
| [18 credits] | [12 credits] | ||
| Fourth year | |||
| EDU-411 Internship: Teaching in the Elementary School | 16 | English Literature | 3 |
| [16 credits] | EDU-402 American Education in History | 3 | |
| EDU-460 Assessment of Reading | 3 | ||
| Religious Studies (300) | 3 | ||
| History | 3 | ||
| [15 credits] | |||
This program also requires that students complete courses during the Winterim session
First-Year Winterim: History
Second-Year Winterim: EDU-252 Clinical Field Experience: Elementary
Third-Year Winterim: EDU-300 Technology for Management and Instruction
Elementary Education/Liberal Studies and Special Education Certification Four-Year Plan
Sample program of study for the Women's College student enrolled in the elementary education/liberal studies with special education certification major. Students should select courses with the assistance of a faculty advisor. (See course descriptions for a list of required courses and description of course and program options.)
| Fall | Spring | ||
| First year | |||
| IDS-100 Perspectives on Education | 3 | Chemistry or Physical Science | 4 |
| ENG-101 College Writing | 3 | English Literature | 3 |
| Physical Science or Biology | 4 | EDU-303 Elementary Reading Materials | 3 |
| Mathematics (120, 121, 122, 125) | 3 | MUS-202 Music for Teachers | 3 |
| Foreign Language | 3 | SPE-201 Introduction to Special Education | 3 |
| [16 credits] | Physical Education | 1 | |
| [17 credits] | |||
| Second year | |||
| Physical Science or Biology | 4 | ART-208 Creative Arts | 3 |
| EDU-357 Processes and Acquisition/Reading | 3 | Mathematics (120, 121, 122, 125) | 3 |
| Philosophy (200-level) | 3 | Sociology | 3 |
| COM-206 Public Speaking | 3 | GEO-206 Geography | 3 |
| SPE-344 Assessment Special Education | 3 | SPE-337 Communication Skills for Teachers | 3 |
| [16 credits] | RST-201 Introduction to Biblical Studies | 3 | |
| [18 credits] | |||
| Pass PRAXIS Core before methods classes | |||
| Third year | |||
| SPE-321 Methods of Teaching Students with Special Needs |
3 | EDU-309/310 Methods: | |
| PSY-203 Child/Adolescent Development | 3 | Reading in Elem. School | 3 |
| Special Education | 3 | Mathematics in Elem. School | 3 |
| EDU-301 Educational Psychology | 3 | EDU-307/312 Methods: | |
| Mathematics (120, 121, 122, 125) | 3 | Social Studies in Elem. School | 3 |
| [15 credits] | Science in Elem. School | 3 | |
| [12 credits] | |||
| Fourth year | |||
| EDU-411 Internship: Teaching in the Elementary School | 10 | English Literature | 3 |
| SPE-475 Internship: Teaching Special Education | 6 | EDU-402 Am. Ed. in History | 3 |
| [16 credits] | EDU-460 Assessment of Reading | 3 | |
| Religious Studies (300) | 3 | ||
| History | 3 | ||
| Mathematics (120, 121, 122, 125) | 3 | ||
| [18 credits] | |||
This program requires that students complete courses during the Winterim session:
First-Year Winterim: EDU-300 Technology for Management and Instruction
Second-Year Winterim: EDU-252 Clinical Field Experience: Elementary
Third-Year Winterim: SPE-373 Field Experience: Special Education
Fourth-Year Winterim: Philosophy 300- or 400-level course
Elementary Education/Liberal Studies & Early Childhood Education Certification Four-year Plan
Sample program of study for the Women's College student enrolled in the elementary education/liberal studies with early childhood education certification major. Students should select courses with the assistance of a faculty advisor.
See course descriptions for a list of required courses and description of course and program options.
| Fall | Spring | ||
| First year | |||
| IDS-100 Perspectives on Education | 3 | Chemistry or Physical Science | 4 |
| ENG-101 College Writing | 3 | English Literature | 3 |
| Physical Science or Biology | 4 | EDU-303 Elementary Reading Materials | 3 |
| History | 3 | MUS-202 Music for Teachers | 3 |
| Foreign Language | 3 | Mathematics (120, 121, 122, 125) | 3 |
| [16 credits] | Physical Education | 1 | |
| [17 credits] | |||
| Second year | |||
| Physical Science or Biology | 4 | ART-208 Creative Arts | 3 |
| EDU-357 Processes and Acquisition/Reading | 3 | Mathematics (120, 121, 122, 125) | 3 |
| Philosophy (200-level) | 3 | Sociology | 3 |
| COM-206 Public Speaking | 3 | GEO-206 Geography | 3 |
| Mathematics (120, 121, 122, 125) | 3 | English Literature | 3 |
| [16 credits] | RST-201 Introduction to Biblical Studies | 3 | |
| [18 credits] | |||
| Pass PRAXIS Core before methods classes | |||
| Third year | |||
| Philosophy/Religious Studies | 3 | EDU-315 Curriculum Method & Materials for Young Children | 3 |
| PSY-203 Child/Adolescent Development | 3 | EDU-309/310 Methods: | |
| SPE-326 Special Education for Teachers | 3 | Reading in Elem. School | 3 |
| EDU-301 Educational Psychology | 3 | Mathematics in Elem. School | 3 |
| Mathematics (120, 121, 122, 125) | 3 | EDU-307/312 Methods: | |
| [15 credits] | Social Studies in Elementary School | 3 | |
| Science in Elementary School | 3 | ||
| [15 credits] | |||
| Fourth year | |||
| EDU-411 Internship: Teaching in the Elementary School | 10 | English Literature | 3 |
| EDU-410 Internship: Teaching Early Childhood Education | 6 | EDU-402 American Education in History | 3 |
| [16 credits] | EDU-460 Assessment of Reading | 3 | |
| Religious Studies (300) | 3 | ||
| History | 3 | ||
| [15 credits] | |||
This program also requires that students complete courses during the Winterim session:
First-year Winterim: EDU-300 Technology for Management and Instruction
Second-year Winterim: EDU-252 Clinical Field Experience: Elementary
Secondary Education Four-Year Plan
Women's College students seeking certification in secondary education complete an academic major in one of the following: art, biology, business, chemistry, computer studies, English, foreign language (French, Spanish), history, mathematics, physics or social studies, and the professional program outlined below:
| Fall | Spring | ||
| First year | |||
| Required courses in general education | Required courses in general education | ||
| Second year | |||
| Required courses in general education | EDU-300 Technology for Management and Instruction | 3 | |
| PSY-203 Child & Adolescent Psychology | 3 | ||
| Pass PRAXIS Core before methods classes | |||
| Third year | |||
| EDU-430-439 Methods of Teaching in the content area | 3 | EDU-344 Teaching Reading & Writing in the Secondary School Content Areas I | 3 |
| EDU-301 Educational Psychology for the Classroom Teacher | 3 | Courses in the academic major and electives | |
| SPE-326 Special Education for the Classroom Teacher | 3 | ||
|
Courses in the academic major and electives |
|||
| Fourth year | |||
| EDU-413 Student Teaching in Secondary School | 12 | EDU-402 American Education in History | 3 |
| Courses in the academic major and electives | 3 | ||
EDU-301 may be taken in spring of sophomore year.
PSY-203 may be taken in spring of sophomore year.
SPE-326 may be taken in spring of sophomore year.
This program also requires that students complete courses during the Winterim session:
Third-Year Winterim: EDU-376 Clinical Field Experience: Secondary
Fourth-Year Winterim: EDU-451 Teaching Reading and Writing in the Secondary School Content Areas II
Courses
EDU-303 ELEMENTARY SCHOOL READING MATERIALS
EDU-357 PROCESSES AND ACQUISITION OF READING
EDU-252 CLINICAL FIELD EXPERIENCE: ELEMENTARY
EDU-253 CLINICAL FIELD EXPERIENCE: ESOL
EDU-273 FIELD EXPERIENCE IN EDUCATION
EDU-301 EDUCATIONAL PSYCHOLOGY
EDU-307 SOCIAL STUDIES IN THE ELEMENTARY SCHOOL
EDU-308 ISSUES IN ESOL
EDU-309 INSTRUCTION IN READING
EDU-310 MATHEMATICS IN THE ELEMENTARY SCHOOL
EDU-312 SCIENCE IN THE ELEMENTARY SCHOOL
EDU-315 CURRICULUM/METHODS AND MATERIALS FOR THE YOUNG CHILD
EDU-330 EMERGING LITERACY: READING AND THE YOUNG CHILD
EDU-344 TEACHING READING AND WRITING IN THE SECONDARY SCHOOL CONTENT AREAS I
EDU-346 METHODS AND MATERIALS FOR ESOL
EDU-347 ASSESSING SECOND LANGUAGE ACQUISITION
EDU-360 TECHNIQUES OF TEACHING READING AND WRITING TO STUDENTS WITH LIMITED ENGLISH PROFICIENCY
EDU-363 FIELD EXPERIENCE IN SECONDARY EDUCATION
EDU-376 CLINICAL FIELD EXPERIENCE: SECONDARY
EDU-402 AMERICAN EDUCATION IN HISTORICAL PERSPECTIVE
EDU-409 INTERNSHIP: TEACHING ESOL K-12
EDU-410 INTERNSHIP: TEACHING IN EARLY CHILDHOOD EDUCATION
EDU-411 INTERNSHIP: TEACHING IN THE ELEMENTARY SCHOOL
EDU-412 INTERNSHIP: TEACHING ELEMENTARY ART
EDU-413 INTERNSHIP: TEACHING IN THE SECONDARY SCHOOL
EDU-417 INTERNSHIP: TEACHING ELEMENTARY VOCAL MUSIC
EDU-418 INTERNSHIP: TEACHING SECONDARY VOCAL MUSIC
EDU-419 INTERNSHIP: TEACHING SECONDARY ART
EDU-440 ENGLISH GRAMMAR FOR ESOL TEACHERS
EDU-451 TEACHING READING AND WRITING IN THE CONTENT AREAS II
METHODS OF TEACHING IN SECONDARY SCHOOLS
Students in all methods courses examine the nature of the academic discipline, the structure and modes of thinking through which knowledge in the discipline advances, current research on teaching the subject, models of teaching, and techniques appropriate for instruction in the content area. Application of teaching-learning theory to the content area in planning, motivation, instruction, questioning, discussion and assessment in the content area. Evaluation and use of the Maryland Common Core State Curriculum and student learner outcomes (as applicable), other curriculum guides, textbooks and resource materials in the field. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. Permission required for all methods courses.
EDU-430 ART N-12 [3 credits]
EDU-431 ENGLISH IN THE SECONDARY SCHOOL [3 credits]
EDU-432 MODERN FOREIGN LANGUAGE IN THE SECONDARY SCHOOL [3 credits]
EDU-433 MATHEMATICS IN THE SECONDARY SCHOOL [3 credits]
EDU-435 MUSIC IN THE SECONDARY SCHOOL [3 credits]
EDU-437 SCIENCE IN THE SECONDARY SCHOOL [3 credits]
EDU-439 SOCIAL STUDIES IN THE SECONDARY SCHOOL [3 credits]
EDU-460 ASSESSMENT OF READING
EDU-463 INDEPENDENT STUDY IN EDUCATION
SPECIAL EDUCATION
SPE-337 COMMUNICATION SKILLS FOR THE SPECIAL EDUCATOR
SPE-321 METHODS OF TEACHING STUDENTS WITH SPECIAL NEEDS
SPE-326 SPECIAL EDUCATION FOR THE CLASSROOM TEACHER
SPE-344 ASSESSMENT IN SPECIAL EDUCATION
SPE-373 FIELD EXPERIENCE IN SPECIAL EDUCATION
SPE-421 ELEMENTARY CURRICULUM DESIGN AND ADAPTATION
SPE-422 SECONDARY CURRICULUM DESIGN AND ADAPTATION
SPE-475 INTERNSHIP: TEACHING IN SPECIAL EDUCATION
PHYSICAL EDUCATION
PED-105 APPLIED DEFENSIVE TECHNIQUES IN CRIMINOLOGY
PED-129 RACQUETBALL
PED-146 INTRODUCTION TO GOLF
PED-190 SPECIAL TOPICS IN PHYSICAL EDUCATION
PED-231 WELLNESS
PED-232 THEORY AND PRACTICE OF AEROBIC CONDITIONING
PED-233 THEORY AND PRACTICE OF WEIGHT TRAINING
PED-250 SOCIOLOGY OF SPORT
PED-301 AMERICAN WOMEN IN SPORTS HISTORY