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Education Dr. Dianne Keenan, chairwoman What makes a great teacher? It takes more than hard work and dedication. It takes sound preparation and practical classroom experience. Beginning your freshman year, you’ll begin observing first-hand teaching strategies, classroom management, and lesson preparation. Through our certification program, you can be certified in Kindergarten, Elementary Education, Specific Learning Disabilities, or Secondary Education (grades 7-12). After graduation, you can continue in our master of science in Education or master of science in Educational Administration programs, or begin your career as a teacher. Whatever path you choose, you’ll be at the head of the class! 1-8 Certification Bachelor of Science Degree in Elementary Education (Program of Study) FRESHMAN YEAR
SOPHOMORE YEAR
JUNIOR YEAR
SENIOR YEAR
*Electives are to fulfill areas of concentration. **Education majors are encouraged to register for Phl 113, 212, and The 115 to fulfill core requirements. Elementary Education Major requirements Edu 109, 112, 209, 210, 217, 309, 310, 316, 319, 332, 333, 335, 338, 407, 419, and 435; Art 114 and 303; Mus 308 and 309; Eng 103, 104, and 209; Mth 115 and 116; Sci 302; Csc 150; Psy 105, 206, and 301; Hst 207 and 208. Areas of concentration and special certification have additional requirements, which are listed in the Education Department. Specific Learning Disabilities Bachelor of Science Degree in Elementary Education (Specific Learning Disabilities K-12; Elementary Education 1-8 Certification) (Program of Study) FRESHMAN YEAR
SOPHOMORE YEAR
JUNIOR YEAR
SENIOR YEAR
Twenty-one hours of course work is delineated for each area of concentration within the humanities, social sciences, natural sciences, and mathematics. Students should consult with department faculty for details. COURSES EDU 109 EARLY EXPERIENCE IN EDUCATION I is a field-based experience in local area schools (multi-cultural, ethnic, socio-economic, and racially diverse) to assist students, explore interests, define professional goals, and assess personal abilities in light of the competencies deemed essential for Education majors. The four early experience courses are capable of individualized orientation depending on the type of certification being sought by the student. 3 hours, two days per week (60 field-based hours). Emphasis on instructional media techniques. 2 credit hours EDU 112 INTRODUCTION TO EXCEPTIONAL INDIVIDUALS is an overview of the education of exceptional learners including a discussion of their characteristics, etiology, classification, and review of historical approaches to their education and of contemporary educational practices. A minimum of 12 clinical hours is required. 3 credit hours EDU 209 EARLY EXPERIENCE IN EDUCATION II allows students to participate in a field-based experience (multi-cultural, ethnic, socio-economic, and racially diverse) in order to develop personal and professional growth through field experiences. Insight into learning difficulties, instructional procedures, and educational media are stressed. 3 hours, two days per week (60 field-based hours). 2 credit hours EDU 210 EARLY EXPERIENCE IN EDUCATION III is a classroom experience in which students become involved in the application of principles and theories in teaching and learning. Participatory activities will include the utilization of instructional techniques and instructional material to maximize pupil learning. The school setting (multi-cultural, ethnic, socio-economic, and racially diverse) is contingent on past experience. 3 hours, two days per week (60 field-based hours). 2 credit hours EDU 217 PURPOSES AND PRACTICES OF ELEMENTARY EDUCATION examines social issues and problems that impact education; presents an historical review of the history of education; acquaints students with the major philosophies of education; and emphasizes school organization, curriculum, and legal rights and responsibilities in order to help prospective elementary and middle school teachers further understand their chosen profession. A minimum of 10 clinical hours is required. 3 credit hours EDU 309 EARLY EXPERIENCE IN EDUCATION IV is an in-depth continuation of the emphasis in Education 109, 209, and 210. Students are provided the opportunity to study and become directly involved with curriculum materials, diagnostic procedures, and methods of instruction to insure increased proficiency in teaching responsibilities. 3 hours, two days per week (60 field-based hours). 2 credit hours EDU 310 ISSUES IN EDUCATION is a modular course that examines and develops a knowledge base and competency in the following areas: multi-cultural education, instructional media, classroom management, Catholic education, and current issues. 6 clinical hours are required. 1 credit hour EDU 316 CHILDREN'S LITERATURE discusses the criteria for selecting and evaluating books from pre-school to adolescence. Strong emphasis will be placed on appreciation. Consideration is given to the historical development of children's literature presentations. A minimum of 10 clinical hours and story preparations is required. 3 credit hours EDU 319 HEALTH AND PHYSICAL EDUCATION presents information about the comprehensive role of the teacher in the elementary and middle-school health programs and curriculum for health and physical education. Students will learn to prepare healthful living lessons that include an integrated approach in the creation of learning activities with age level appropriateness. A minimum of 10 clinical hours is required. 3 credit hours EDU 332 FOUNDATIONS OF READING INSTRUCTION examines the physiological, psychological, and sociological foundations underlying the development of reading proficiency. Emphasis is placed on a comprehensive examination of the reading process. A minimum of 5 clinical hours is required. 3 credit hours EDU 333 TEACHING READING AND LANGUAGE ARTS acquaints students with the materials, methods, and assessment procedures used in the effective teaching of reading and language arts emphasizing an integrated approach. A minimum of 30 clinical hours, a reading kit, instructional materials, and tutoring is required. Students are responsible for planning, implementing, and evaluating lessons at the elementary and middle-school levels. In-depth research and professional dialogue are required by students Prerequisite: Edu 332 3 credit hours EDU 335 TEACHING OF ARITHMETIC IN THE ELEMENTARY SCHOOL encompasses 1) materials, methods, and content of teaching mathematics in the elementary and middle school; 2) past, present, and future mathematics education; and 3) developmental theories on how children learn mathematical concepts. Emphasis is placed upon technology in mathematics and recommendations of the National Council of Teachers of Mathematics (NCTM), Curriculum and Evaluation of Standards for School Mathematics. A minimum of 15 clinical hours is required. Prerequisite: Mth 115-116 or equivalents 3 credit hours EDU 337 TEACHING READING IN THE SECONDARY SCHOOL is an extensive review of the reading process incorporating it with materials, methods, and assessment procedures used in content areas, with special emphasis placed on developmental reading at the secondary level. A minimum of 30 clinical hours is required. 3 credit hours EDU 338 TEACHING SOCIAL STUDIES covers the materials and methods used in teaching children an integrated approach to social studies skills at the elementary and middle-school levels. Emphasis is placed upon unit teaching, multi-cultural education, and current topics. Reflective teaching is incorporated. A minimum of 10 clinical hours is required. 2 credit hours EDU 349 EDUCATION OF THE LEARNING DISABLED surveys etiology, assessment, medical aspects, educational delivery services, and developmental characteristics of learning disabled individuals. This course provides a review of historical developments and emerging directions in the field of education of the learning disabled. A minimum of 8 clinical hours is required. 3 credit hours EDU 350 EARLY CHILDHOOD EDUCATION provides a survey of the history of early childhood and covers theories, theorists, approaches to early childhood, and trends and issues. Emphasis is also placed on child-development curriculum. A minimum of 10 clinical hours is required. 3 credit hours EDU 351 METHODS AND MANAGEMENT IN EARLY CHILDHOOD EDUCATION is designed to acquaint students with various aspects of pre-school, kindergarten, and primary classrooms. Emphasis is given to developmental characteristics of young children (ages 0-8), management and discipline models and techniques, curriculum, parent/teacher relationships, and early childhood program development. A minimum of 10 clinical hours is required. 3 credit hours EDU 355 BEHAVIOR DISORDERS is a study of behavior disorders including causes, characteristics, and implications for educational planning. Theories, programs, and methods in the education of the behavior disordered individual are the focus. A minimum of 8 clinical hours is required. Prerequisite: Edu 112 2 credit hours EDU 356 BEHAVIOR MANAGEMENT FOR EXCEPTIONAL INDIVIDUALS presents principles and techniques of behavioral analysis applied to learning and behavior management of the student exhibiting learning and behavioral difficulties. This course is designed to enable the classroom teacher to implement environmental and contingency management principles in the classroom. A minimum of 10 clinical hours is required. Prerequisite: Edu 112 2 credit hours EDU 357 EDUCATIONAL ASSESSMENT OF EXCEPTIONAL INDIVIDUALS highlights the diagnostic-prescriptive approach in assessment of exceptional individuals. It examines methods for designing individuals' programing based on formal and informal assessment. Special attention is given to the identification of exceptional learners utilizing norm-referenced, criterion referenced, and informal techniques and interpretation of these instruments. 1 lab hour per week. A minimum of 35 clinical hours is required. Prerequisite: Edu 349 4 credit hours EDU 358 TEACHING METHODS AND MATERIALS FOR THE SPECIFIC LEARNING DISABLED provides an overview of theoretical perspectives of the education of the learning disabled within the academic areas (reading, language arts, social studies, science, and art), behavioral treatments of intervention, metacognitive instruction, and problem-specific alternative interventions. A minimum of 15 clinical hours is required. 3 credit hours EDU 402 SECONDARY STUDENT TEACHING gives students the opportunity to observe and to actively participate in different aspects of the school program, as well as teach in the classroom under the supervision of qualified school and University personnel. Students are assigned to student teaching on a full-time, all-day basis. Teaching experience is supplemented by individual and group conferences. Cooperating teacher fees are assessed for each student teacher. Students planning to student teach should notify the department at least one year in advance of the semester during which they plan to student teach. 9 credit hours EDU 405 TEACHING STRATEGIES places special emphasis upon the current problems faced by the beginning middle school and high school teacher. This course is designed to enable a student in teacher education to acquire knowledge of theory pertaining to teaching. The acquisition of such knowledge should enable professional educators to work more effectively and reflectively in the classroom and to evaluate their own teaching from various perspectives. Students participate in planning reflective teaching lessons in their major field. A minimum of 30 clinical hours is required. 3 credit hours EDU 407 ELEMENTARY STUDENT TEACHING provides the student an opportunity to gradually assume the role and responsibility of the classroom teacher in a school setting under the supervision of qualified school and University personnel. Consolidation of theoretical learning, educational methodology, and interpersonal relations are integrated for effectiveness in teaching. The student teacher is assigned on a full-time, all-day basis with supplemental conferences and seminars. Two diverse placements are made within the one-semester assignment according to specific course work and area of concentration pursued: Elementary, Middle School, Kindergarten-Elementary, and Specific Learning Disabilities. Students should notify the department at least one year in advance of the semester during which they plan to student teach. 9 credit hours EDU 419 FOUNDATIONS OF EDUCATION provides an overview of the place of education in society, the theoretical foundations of educational philosophy and theology, the foundations for a science of education, and the concerns of modern education—school organization, administration, and curriculum. (Humanities Core) 3 credit hours EDU 435A ELEMENTARY AND MIDDLE SCHOOL COORDINATING SEMINAR is taken concurrently with Education 407-Student Teaching. Regularly scheduled meetings are held throughout the semester to discuss classroom difficulties, behavior management techniques, methodology, professional ethics, résumé writing, and job interviewing skills. 1 credit hour EDU 435B SECONDARY COORDINATING SEMINAR is taken concurrently with Education 402-Student Teaching. Regularly scheduled meetings are held throughout the semester to discuss classroom difficulties, behavior management techniques, methodology, professional ethics, résumé writing, and job interviewing skills. 1 credit hour Other Courses Related to Education Music MUS 182 CHORUS consists of the study and performance of choral literature. Chorus has two rehearsal sessions per week and performs for University functions. Admission by audition and permission of the director. Repeatable to a maximum of 6 credit hours. 1 credit hour per semester MUS 308 ELEMENTARY MUSIC studies the fundamentals of musical notations, rhythms, scales, keys, intervals, chords, and their inversions. Sufficient knowledge of the piano is acquired, enabling the student to play simple melodies and accompaniments. Education majors only. 2 credit hours MUS 309 MUSIC EDUCATION presents materials and methods for grades one through eight. Emphasis is placed upon methods of teaching singing, harmony, music reading, simple instruments, movement, and music appreciation, with experience through class demonstration in each of the above units. Education majors only. A minimum of 10 clinical hours is required. Prerequisite: Mus 308 or equivalent 2 credit hours Science SCI 302 SCIENCE PRACTICUM FOR ELEMENTARY TEACHERS is a content course in science designed to prepare the students to effectively perform all teaching tasks associated with the teaching of elementary and middle school science. Emphasis is placed upon laboratory techniques and the scientific method of solving problems. A minimum of 10 clinical hours is required. Prerequisites: Bio 106 and Phy 105 3 credit hours Certification Programs in Education 1. ELEMENTARY CERTIFICATION PROGRAM (1-8) is designed to prepare teachers to assist children with problem-solving, obtaining information, learning skills, and relating to people. The course sequence should foster the concepts of independence; positive self-image; creativity; and physical, intellectual, and emotional development in children. The field-based program and clinical experiences provide relevance to the realities of the teaching profession. 2. ELEMENTARY EDUCATION (K-8) seeks to academically, psychologically, and pragmatically prepare prospective elementary teachers with special emphasis upon early childhood education. Academic preparation includes a broad-based liberal arts background distributed within the areas of humanities, communication arts, theology, science, and social science. Concepts of psychological development encompass diverse areas related to elementary-kindergarten children and to the development of introspection of the prospective educator. Methodology is augmented by supervised practical field-based teaching experiences and clinical hours throughout the program to prepare for the realities and challenges of the complex roles of a teacher within our society. 3. SPECIFIC LEARNING DISABILITIES (K-12), ELEMENTARY EDUCATION (1-8): The Teacher Certification Program in Special Education offered by Franciscan University of Steubenville is in the area of Specific Learning Disabilities (K-12). The philosophy of the Education Department in preparing teachers is to uphold the mandates of Public Law 94-142, The Education of All Handicapped Children Act. All educators should have the knowledge and skills necessary to enable them to respond to the individual differences of learners. The presence of exceptional learners in regular classrooms requires that general and special educators perceive professional roles as complementary, and that, as members of an instructional team, they provide an appropriate education for exceptional learners. 4. AREAS OF CONCENTRATION:
5. SECONDARY CERTIFICATION: Students planning to teach in secondary schools should consult with the Chairman of the Department of Education for a detailed description of the specific courses required for certification. To satisfy these requirements, students must take the following professional courses: Edu 209, Edu 210, Edu 309, Edu 310, Edu 112, Csc 150, Psy 301*, Edu 337, Edu 405, Edu 419, and Edu 435B (which should be taken concurrently with Edu 402 Student Teaching). This will constitute a University minor in Secondary Education. *Psy 105 is a prerequisite for admission to all higher-numbered psychology courses. The secondary teaching fields for which a student may qualify for the Ohio Standard High School Certificate are the following:
6. OFFICIAL ACCEPTANCE AND CONTINUANCE IN THE TEACHER EDUCATION PROGRAM: (1) Admission to teacher education during the sophomore year requires a grade point average of 2.0. Students must pass all sections of the PPST (Pre-Professional Skills Test) and have taken the Cooper-Smith Inventory and the Myers-Briggs. Students must have one successful early experience grade of C or better. (2) Academic performance and specific competencies, including interpersonal relations, must be demonstrated in each professional education course. (3) Early Year Experiences I-IV, field-based experiences beginning the freshman year and continuing through the junior year, must be successful, as reflected by a passing grade and performance evaluations. (4) Acceptance into student teaching requires an overall quality point average of 2.5 or better, 90 semester hours, specific professional courses, advisor's recommendation, and the departmental chairperson's approval. Students must have a 2.5 GPA at the time of application. (5) Recommendation for certification requires an overall letter grade of C or better in student teaching, as reflected in weekly performance evaluations by cooperating teachers and University supervisors. All students are required to pass the National Teacher's Exam (NTE) before certification can be processed. (6) All candidates for certification must be fingerprinted. STANDARDS Good physical health, high moral character, social and emotional stability, and a cumulative quality point average of 2.0 or better are required of students participating in the certification programs the department offers. Students must be officially accepted into the Teacher Education Program before registering for professional education courses. Those who fall below the requirements will be advised of their substandard performance and of the conditions under which they may or may not continue in the field. Formal acceptance into the Teacher Education Program requires a grade point average of at least 2.0, but for student teaching, students must progress to a minimum of 2.5. Students preparing to teach at the elementary, middle school, or secondary level, including those preparing to teach special education, are not automatically recommended for certification. After completion of all University and Education Department requirements, students must pass the NTE and be fingerprinted before certification can be processed. ADMISSION TO TEACHING EXPERIENCES Special policies regarding admission, retention, and due process are maintained by the Department of Education. Students should consult with the departmental faculty for the details of these policies. Students must be accepted into the Teacher Education Program before proceeding to professional education courses. Transfer students, with or without degrees, must earn at least 9 credit hours and complete one Early Experience at Franciscan University of Steubenville before they can be approved for student teaching. Consideration for admission to student teaching will be given only to those students who have an overall 2.5 quality point average at the time of application. Students must have verification of good moral character on file. Transportation for all field-based experiences and practice is the responsibility of the student. Students are required to successfully pass the following tests and to fulfill the following requirements before being recommended for certification:
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