2022-2023

School of Education

Gary Thrift, Ed.D, Dean, School of Education
Madelyn Ball, M.Ed.
Katherine Beauchat, Ed.D.
Kelly Byrne Bull, Ph.D.
Molly Dunn, Ph.D.
Juliann Dupuis, Ph.D
Christa de Kleine, Ph.D.
Patricia Dwyer, Ph.D.
Melissa Falen, M.A.
Mark Fenster, Ph.D.
Mary Fitzgerald, SSND, Ph.D.
Angelo Letizia, Ph.D.
Andrew Moore, Ph.D.
David Morrocco, Ed.D.
Rosemary Poling, M.Ed.
Lisa Pallet, Ph.D.
Carol Rabin, M.Ed.
Joan Sattler, Ed.D.
Stephanie Savick, Ph.D.
Ryan Schaaf, M.S.
Patty Silver, M.Ed.
Angela Snyder, Ph.D.
Evelyn Spratt, Ph.D.
  • School of Education
    • College of Adult Undergraduate Studies (CAUS)
      • Early Childhood Education
      • Liberal Studies/ESOL
      • Special Education (Dual Certification)
    • Women's College
      • BA/MA
      • BA/MAT
      • EArly Childhood Education
      • Elementary Education
      • Liberal Studies/ESOL
      • Secondary Education
      • Special Education (Dual Certification)

Summary

The School of Education offers full-time and part-time, four-year and five-year Programs of Study that integrate academic and professional studies and lead to Certification in Secondary Education, Certification in Secondary and Special Education, Certification in Elementary Education, Certification in Elementary and Special Education, or Certification in Elementary and Early Childhood Education. Each Program of Study 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 Programs of Study leading to a Bachelor of Arts 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 culminate in an extended internship experience in the student's senior year. The School of Education may require a student to complete specific courses in addition to those listed as requirements. Each Program of Study 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. 

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 internship. 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 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 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.

The Maryland State Department of Education will allow candidates to waive Praxis Core if they present one of the following test scores.  These MSDE-acceptable test scores will also be accepted by NDMU

  • Praxis I with a composite score of 527
  • ACT with a composite score of 24
  • SAT -- taken before 1995 with a composite score (math + verbal) of 1000
  • SAT -- taken between April 1995 and December 2018 with a composite score (math + verbal) of 1100
  • SAT -- taken January 2019 and later with a composite score (math + verbal) of 1180
  • GRE -- taken before September 2011 -- composite score (math + verbal) of 1000; taken since September 2011 composite score (math + verbal) of 297

Certification candidates in all Programs of Study 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, and Art N-12. Notre Dame also offers Secondary Education Programs in Art, Biology, Business, Chemistry, Computer Studies, English, ESOL, Mathematics, Modern Foreign Languages (French, Spanish)**, Physics and Social Studies.

** Because 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 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 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.

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-491 Human Development and Learning

(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)
EDU-XXX English Language Learners for the Classroom (3 credit) (3 credit) (3 credit) (3 credit) (3 credit)

TOTAL

48 credit

70 credit

61 credit

70 credit

73 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)

491 Human Development and Learning

(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)

EDU-XXX English Language Learners for the Classroom

(3 credit)

(3 credit)

(3 credit)

TOTAL

45 credit

54 credit

60 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-491 Human Development and Learning 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)
EDU-XXX English Language Learners for the Classroom (3 credit) (3 credit) (3 credit) (3 credit) (3 credit) (3 credit)

TOTAL

48 credit

60 credit

51 credit

60 credit

60 credit

78 credit

ECE = Early Childhood Education TESOL = Teachers of English for Speakers of Other Languages

Some Programs of Study 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 Programs of Study 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 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.

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 complete 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 (if Music was selected for general education) or
          MUS (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 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-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 completes 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-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 of Study 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.

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

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. [ 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-301 Educational Psychology

Examines stages of the cognitive, affective and physical domains of student development. Includes analysis and discussion of basic theories of learning and teaching and their applications to classroom situations including diversity and individual differences as factors influencing student learning (including socioeconomic diversity, cultural diversity and the needs of special education students, gifted and talented education and English Language Learners), motivation and classroom management. Assessment issues including formal and informal assessment, norm referenced and criterion referenced testing, and the implications of assessment measures (such as the Maryland Common Core Curriculum Standards) for learning and teaching are also examined. Includes student-centered approaches to learning (including service-learning activities). Recommended prerequisite: PSY-203. [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. [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. [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-313 Science and Social Studies in the Elementary School

Emphasizes integration of content and process through demonstration, investigative and inquiry approaches. Addresses the three domains of knowledge, skills and attitudes. Attention is given to recent trends, national and state standards, and the use of indicators in planning instruction and assessing. Includes preparation of instructional units and microteaching experience. [ 3 credits ]

EDU-315 Curriculum/Methods and Materials For the Young Child

Presents curriculum, methods and materials for early childhood programs, preschool through primary grades. Family and community involvement strategies. Instruction in planning, implementation and assessment of interdisciplinary activities to stimulate cognitive, linguistic, social and motor development to meet the diverse needs of learners. [4 credits]

EDU-344 Teaching Reading and Writing in the Secondary School Content Areas I

Studies principles and techniques in teaching interactive reading and writing in secondary school content areas: vocabulary and skill development; pre-reading, reading and post-reading strategies. Techniques for assessing student literacy levels and readability levels of texts. Strategies for individualizing instruction to address the unique needs of diverse learners; e.g., gifted and talented, second language learners, students with special needs, etc. Includes classroom observation and participation in Baltimore area secondary schools. Preparation of lesson plans and peer teaching.  [3 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-373 Field Exp in Spec Ed

Provides supervised classroom observation and participation in special education in diverse Baltimore area schools. Assigned by the School of Education in cooperation with local school systems. Permission required. [3 credits]

EDU-376 Clinical Field Experience: Secondary

Provides direct instructional field experience in an assigned Baltimore area public middle school for three weeks, all day. Includes instruction in middle school organization and curriculum, characteristics and diverse needs of middle school children, and issues in teaching and learning. Classroom observation and participation. Weekly seminars. Permission required. Three-week session, full school days. [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-410 Internship: Teaching in Early Childhood Education

Incorporates full-time observation and supervised student teaching required. Internship fee required. [variable credits: 2-5 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. Students preparing for dual certification neroll in designated alternative sections of appropriate internships for 105 credits each. Consult program advisor before registering.

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-413 Internship:Teaching in the Secondary School

Incorporates full-time observation and supervised internship teaching experience in diverse Baltimore area professional development schools during the fall semester only. Permission required. Teaching internship fee required. [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-420 Dim Curric/Inst Sec Sch

Examines aims, organization and administration of American secondary schools.  Principles of curriculum organization and design for middle and senior high schools.  Curriculum development in school systems, in specific schools, and in academic disciplines.  Multicultural and gender issues are considered.  Class is interrelated with methods courses in study and application of principles of teaching-learning, used of technology for instruction, analysis of teaching, assessment of classroom management. [3 credits]

EDU-429 Meth Bus Ed/Sec Sch

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. [3 credits]

EDU-430 Art N-12

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. [ 3 credits ]

EDU-431 English in the Secondary School

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. [ 3 credits ]

EDU-432 Modern Foreign Language in the Secondary School

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. [ 3 credits ]

EDU-433 Mathematics in the Secondary School

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. [ 3 credits ]

EDU-437 Science in the Secondary School

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. [ 3 credits ]

EDU-439 Social Studies in the Secondary School

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. [ 3 credits ]

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]

EDU-451 Teaching Reading and Writing in the Content Areas II

Examines methods, purposes and criteria used in diagnosing strengths and weaknesses of students with a range of reading abilities; e.g., special needs, gifted and talented, ESOL. Focus is on authentic formal and informal assessment of individual secondary school students and application of test results in various secondary curriculum content areas. Includes an applied, school-based assessment experience. [3 credits]

EDU-460 Assessment of Reading

Provides students with a background in assessment and its relationship to instruction. Students will learn about the variety of assessments available to the classroom teacher in the areas of reading and writing and how to administer, score and interpret the results of these various assessments. Instructional decisions regarding the educational program of the child, and his/her diverse needs will also be examined. [3 credits] NOTE: Please refer to cohort schedule. Additional clas times may meet in previous semester.

EDU-491 Topics in Education

SPE-321 Methods of Teaching Students With Special Needs

Provides the student with methods to facilitate the teaching of students with diverse learning needs. Course content includes cognitive processing, classroom management and organization strategies. Models of instructional delivery, adaptation of instructional materials, strategy instruction and means of assessing student progress are explored. Current trends and issues in special education are included as well. [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]

SPE-337 Communication Skills for the Special Educator

Addresses human relations, communication and informal counseling skills and their critical role in meeting the diverse needs of students with disabilities. Explores role of the special
educator as a member of an interdisciplinary team. Includes research on parent/teacher attitudes, roles and responsibilities. Presents models and techniques for effective interface with parents as well as other professionals encountered in the process of holistic programming. Additional topics include parent training, advocacy, multicultural considerations and accessing community services. [3 credits]

NOTE: Students cannot receive credit for both SPE-237 and SPE-337.

SPE-344 Assessment in Special Education

Introduces diagnostic processes used in special education. Includes student-conducted informal and formal assessments as well as analysis, interpretation and presentation of test results.
Covers prescriptive techniques and instructional planning as well as current trends in student assessment. Addresses P.L. 94-142, COMAR and other related legislation. [3 credits]

SPE-373 Field Experience in Special Education

Provides supervised classroom observation and participation in special education in a Baltimore area school. Assigned by the education department in cooperation with local school systems. Permission required. (Offered in Winterim.) [ 3 credits ]

SPE-421 Elementary Curriculum Design and Adaptation

Applies principles for adapting curriculum to special needs students at the elementary level. Includes analysis of diagnostic and developmental factors, goal setting and IEP formulation. Explores instructional strategies, identification of materials and resources, and evaluation techniques as they relate to the basic content areas and the Common Core Standards. Prerequisites: SPE-326. Permission required. [2 credits]

SPE-475 Internship: Teaching in Special Education

Provides student with opportunities for full-time supervised teaching in a special education program in diverse Baltimore area schools. Permission required. Teaching internship fee required. [5 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.

SPE-491 Top: Comm Skills for Spec Educ

This course is reserved for specialized topics and independent study.  [3 credits]