BA, Elementary Education Curriculum
Advanced Field Courses
Synergizes all courses with Practice
Methods Courses
Runs with Advanced Field Courses
(Field Assignments)
Specialized Pedagogy Courses
(Field Assignments)
Intermediate Field Course
Practicum (2 days a week)
EDU 499 Student Teaching
EDU 552 - 556 Teaching Mathematics/Language Arts/Reading/Social Studies/Science in an Elementary Classroom
EDU 541 Foundations of Special Education for Exceptional Children
or
EDU 545 Overview of Exceptionalities: The Arts in Education
EDU 519 Uses of Technology in Education
EDU 492 Service Learning in Teacher Education
Content-Based Pedagogy Courses
(Field Assignments)
EDU 250/251 Math for Elementary School Teachers
Foundations of Pedagogy Courses
(Field Assignments)
EDU 330 Instructional Strategies
EDU 419 Children's Literature
EDU 462 Classroom Management
EDU 321 Field Experience
Introductory Field Course
Foundations of Theory Courses
EDU 371 Foundations Of Reading
Instruction
EDU 205 Schools and Society
(General Education Course - Area 4)
EDU 420 Educational Psychology
Teacher Education Learning Outcomes
Content Knowledge for Teacher Candidates
Teacher candidates have in-depth knowledge of the content that they plan to teach as described in the INTASC standards. They demonstrate their knowledge through inquiry, critical
analysis, and synthesis of the subject. All program completers pass the content examinations in states that require examinations for licensure.
Pedagogical Content Knowledge for Teacher Candidates
Teacher candidates reflect a thorough understanding of the relationship of content and content-specific pedagogy delineated in the INTASC standards. They have in-depth
understanding of the content that they plan to teach and are able to provide multiple explanations and instructional strategies so that all students learn. They present the content to
students in challenging, clear, and compelling ways, using real-world contexts and integrating technology appropriately.
Student Learning for Teacher Candidates
Teacher candidates focus on student learning and study the effects of their work. They assess and analyze student learning, make appropriate adjustments to instruction, monitor
student learning, and have a positive effect on learning for all students.
Technology
SETH faculty believe that candidates should have opportunities to develop specific technical skills in their courses, considering the access and support mechanisms in their placements.
The use of technology is viewed as one the tools that teachers rely on when developing appropriate materials and practices. Candidates develop technological skills, have
knowledge of the technologies available specific to their content areas, know to use technologies to enhance their teaching approaches and student learning, critically think about
the use of technologies in their classroom and use technology predict students' skill/understanding of a particular topic.
BA, Secondary Education Curriculum
Advanced Field Courses
Synergizes all courses with Practice
Practicum (2 days a week)
Methods Courses
Runs with Advanced Field Courses
(Field Assignments)
EDU 540 Methods and Materials in Secondary Education I
EDU 542 Methods and Materials in Secondary Education II
EDU 519 Uses of Technology in Education
EDU 541 Foundations of Special Education for Exceptional Children
or
EDU 545 Overview of Exceptionalities: The Arts in Education
Specialized Pedagogy Courses
(Field Assignments)
EDU 492 Service Learning in Teacher Education
Intermediate Field Course
Content-Based Pedagogy Courses
(Field Assignments)
Foundations of Pedagogy Courses
(Field Assignments)
EDU 499 Student Teaching
EDU Elective
EDU 520 Reading and Writing Across the Curriculum
EDU 522 Principles of Effective Instruction
EDU 321 Field Experience
Introductory Field Course
Foundations of Theory Courses
EDU 205 Schools and Society
(General Education Course - Area 4)
EDU 420 Educational Psychology
Teacher Education Learning Outcomes
Content Knowledge for Teacher Candidates
Teacher candidates have in-depth knowledge of the content that they plan to teach as described in the INTASC standards. They demonstrate their knowledge through inquiry, critical
analysis, and synthesis of the subject. All program completers pass the content examinations in states that require examinations for licensure.
Pedagogical Content Knowledge for Teacher Candidates
Teacher candidates reflect a thorough understanding of the relationship of content and content-specific pedagogy delineated in the INTASC standards. They have in-depth
understanding of the content that they plan to teach and are able to provide multiple explanations and instructional strategies so that all students learn. They present the content to
students in challenging, clear, and compelling ways, using real-world contexts and integrating technology appropriately.
Student Learning for Teacher Candidates
Teacher candidates focus on student learning and study the effects of their work. They assess and analyze student learning, make appropriate adjustments to instruction, monitor
student learning, and have a positive effect on learning for all students.
Technology
SETH faculty believe that candidates should have opportunities to develop specific technical skills in their courses, considering the access and support mechanisms in their placements.
The use of technology is viewed as one the tools that teachers rely on when developing appropriate materials and practices. Candidates develop technological skills, have
knowledge of the technologies available specific to their content areas, know to use technologies to enhance their teaching approaches and student learning, critically think about
the use of technologies in their classroom and use technology predict students' skill/understanding of a particular topic.
BA, K12 Education Curriculum
Advanced Field Courses
Synergizes all courses with Practice
Methods Courses
Runs with Advanced Field Courses
(Field Assignments)
Specialized Pedagogy Courses
(Field Assignments)
Practicum (2 days a week)
EDU 499 Student Teaching
EDU 540 Methods and Materials in Secondary Education I
(Consortium Methods Course)
EDU 462 Classroom Management
or
(Consortium Methods Course)
EDU 519 Uses of Technology in Education
EDU 541 Foundations of Special Education for Exceptional Children
or
EDU 545 Overview of Exceptionalities: The Arts in Education
EDU 492 Service Learning in Teacher Education
Intermediate Field Course
Content-Based Pedagogy Courses
(Field Assignments)
Foundations of Pedagogy Courses
(Field Assignments)
EDU Elective
EDU 520 Reading and Writing Across the Curriculum
EDU 522 Principles of Effective Instruction
EDU 321 Field Experience
Introductory Field Course
Foundations of Theory Courses
EDU 205 Schools and Society
(General Education Course - Area 4)
EDU 420 Educational Psychology
Teacher Education Learning Outcomes
Content Knowledge for Teacher Candidates
Teacher candidates have in-depth knowledge of the content that they plan to teach as described in the INTASC standards. They demonstrate their knowledge through inquiry, critical
analysis, and synthesis of the subject. All program completers pass the content examinations in states that require examinations for licensure.
Pedagogical Content Knowledge for Teacher Candidates
Teacher candidates reflect a thorough understanding of the relationship of content and content-specific pedagogy delineated in the INTASC standards. They have in-depth
understanding of the content that they plan to teach and are able to provide multiple explanations and instructional strategies so that all students learn. They present the content to
students in challenging, clear, and compelling ways, using real-world contexts and integrating technology appropriately.
Student Learning for Teacher Candidates
Teacher candidates focus on student learning and study the effects of their work. They assess and analyze student learning, make appropriate adjustments to instruction, monitor
student learning, and have a positive effect on learning for all students.
Technology
SETH faculty believe that candidates should have opportunities to develop specific technical skills in their courses, considering the access and support mechanisms in their placements.
The use of technology is viewed as one the tools that teachers rely on when developing appropriate materials and practices. Candidates develop technological skills, have
knowledge of the technologies available specific to their content areas, know to use technologies to enhance their teaching approaches and student learning, critically think about
the use of technologies in their classroom and use technology predict students' skill/understanding of a particular topic.
Certificate/MAT, Early Childhood Education Curriculum
Advanced Field Courses
Synergizes all courses with Practice
Practicum (2 days a week)
Methods Courses
Runs with Advanced Field Courses
(Field Assignments)
EDU 635 Theory and Curriculum in Early Childhood Education
Specialized Pedagogy Courses
(Field Assignments)
Content-Based Pedagogy Courses
(Field Assignments)
Foundations of Pedagogy Courses
(Field Assignments)
Foundations of Theory Courses
EDU 625 Advocacy and Leadership in ECE
EDU 619 Children's Literature
EDU 699 Student Teaching
EDU 623 Literacy, Assessment and Instruction
EDU 541 Foundations of Special Education for Exceptional Children
or EDU 545 Overview of Exceptionalities: The Arts in Education
(MAT only)
EDU 623 Literacy in Nonformal
Settings
EDU 628 Play and Learning
(MAT Only)
EDU 609 Effective Teaching For Diverse Learners
EDU 521 Foundations of Education
EDU 620 Theories of Educational Psychology and Human Growth and
Development
** This needs to be confirmed with Program Director
Teacher Education Learning Outcomes
Content Knowledge for Teacher Candidates
Teacher candidates have in-depth knowledge of the content that they plan to teach as described in the INTASC standards. They demonstrate their knowledge through inquiry, critical
analysis, and synthesis of the subject. All program completers pass the content examinations in states that require examinations for licensure.
Pedagogical Content Knowledge for Teacher Candidates
Teacher candidates reflect a thorough understanding of the relationship of content and content-specific pedagogy delineated in the INTASC standards. They have in-depth
understanding of the content that they plan to teach and are able to provide multiple explanations and instructional strategies so that all students learn. They present the content to
students in challenging, clear, and compelling ways, using real-world contexts and integrating technology appropriately.
Student Learning for Teacher Candidates
Teacher candidates focus on student learning and study the effects of their work. They assess and analyze student learning, make appropriate adjustments to instruction, monitor
student learning, and have a positive effect on learning for all students.
Technology
SETH faculty believe that candidates should have opportunities to develop specific technical skills in their courses, considering the access and support mechanisms in their placements.
The use of technology is viewed as one the tools that teachers rely on when developing appropriate materials and practices. Candidates develop technological skills, have
knowledge of the technologies available specific to their content areas, know to use technologies to enhance their teaching approaches and student learning, critically think about
the use of technologies in their classroom and use technology predict students' skill/understanding of a particular topic.
Certificate/MAT, Elementary Education Curriculum
Advanced Field Courses
Synergizes all courses with Practice
Methods Courses
Runs with Advanced Field Courses
(Field Assignments)
Specialized Pedagogy Courses
(Field Assignments)
Practicum (2 days a week)
EDU 699 Student Teaching
EDU 552 - 556 (EDU 601-604) Teaching Mathematics/Language Arts/Reading/Social Studies/Science in an Elementary Classroom
EDU 519 Uses of Technology in Education (MAT Only)
EDU 541 Foundations of Special Education for Exceptional Children
or EDU 545 Overview of Exceptionalities: The Arts in Education
(MAT only)
Content-Based Pedagogy Courses
(Field Assignments)
EDU 619 Children's Literature (MAT Only)
Foundations of Pedagogy Courses
(Field Assignments)
EDU 609 Effective Teaching For Diverse Learners
Foundations of Theory Courses
EDU 521 Foundations of Education
EDU 620 Theories of Educational Psychology and Human Growth and
Development
Teacher Education Learning Outcomes
Content Knowledge for Teacher Candidates
Teacher candidates have in-depth knowledge of the content that they plan to teach as described in the INTASC standards. They demonstrate their knowledge through inquiry, critical
analysis, and synthesis of the subject. All program completers pass the content examinations in states that require examinations for licensure.
Pedagogical Content Knowledge for Teacher Candidates
Teacher candidates reflect a thorough understanding of the relationship of content and content-specific pedagogy delineated in the INTASC standards. They have in-depth
understanding of the content that they plan to teach and are able to provide multiple explanations and instructional strategies so that all students learn. They present the content to
students in challenging, clear, and compelling ways, using real-world contexts and integrating technology appropriately.
Student Learning for Teacher Candidates
Teacher candidates focus on student learning and study the effects of their work. They assess and analyze student learning, make appropriate adjustments to instruction, monitor
student learning, and have a positive effect on learning for all students.
Technology
SETH faculty believe that candidates should have opportunities to develop specific technical skills in their courses, considering the access and support mechanisms in their placements.
The use of technology is viewed as one the tools that teachers rely on when developing appropriate materials and practices. Candidates develop technological skills, have
knowledge of the technologies available specific to their content areas, know to use technologies to enhance their teaching approaches and student learning, critically think about
the use of technologies in their classroom and use technology predict students' skill/understanding of a particular topic.
Cert/MAT, Secondary Education Curriculum
Advanced Field Courses
Synergizes all courses with Practice
Practicum (2 days a week)
Methods Courses
Runs with Advanced Field Courses
(Field Assignments)
EDU 540 Methods and Materials in Secondary Education I
EDU 542 Methods and Materials in Secondary Education II
Specialized Pedagogy Courses
(Field Assignments)
EDU Elective (MAT Only)
EDU 541 Foundations of Special Education for Exceptional Children
or EDU 545 Overview of Exceptionalities: The Arts in Education
(MAT only)
Content-Based Pedagogy Courses
(Field Assignments)
EDU Elective (MAT Only)
EDU 520 Reading and Writing Across the Curriculum
Foundations of Pedagogy Courses
(Field Assignments)
Foundations of Theory Courses
EDU 699 Student Teaching
EDU 522 Principles of Effective Instruction
EDU 521 Foundations of Education
EDU 620 Theories of Educational Psychology and Human Growth and
Development
Additional Courses: 2 Content Electives (MAT Only)
Teacher Education Learning Outcomes
Content Knowledge for Teacher Candidates
Teacher candidates have in-depth knowledge of the content that they plan to teach as described in the INTASC standards. They demonstrate their knowledge through inquiry, critical
analysis, and synthesis of the subject. All program completers pass the content examinations in states that require examinations for licensure.
Pedagogical Content Knowledge for Teacher Candidates
Teacher candidates reflect a thorough understanding of the relationship of content and content-specific pedagogy delineated in the INTASC standards. They have in-depth
understanding of the content that they plan to teach and are able to provide multiple explanations and instructional strategies so that all students learn. They present the content to
students in challenging, clear, and compelling ways, using real-world contexts and integrating technology appropriately.
Student Learning for Teacher Candidates
Teacher candidates focus on student learning and study the effects of their work. They assess and analyze student learning, make appropriate adjustments to instruction, monitor
student learning, and have a positive effect on learning for all students.
Technology
SETH faculty believe that candidates should have opportunities to develop specific technical skills in their courses, considering the access and support mechanisms in their placements.
The use of technology is viewed as one the tools that teachers rely on when developing appropriate materials and practices. Candidates develop technological skills, have
knowledge of the technologies available specific to their content areas, know to use technologies to enhance their teaching approaches and student learning, critically think about
the use of technologies in their classroom and use technology predict students' skill/understanding of a particular topic.
Certificate/MAT, TESOL (K12)
Advanced Field Courses
Synergizes all courses with Practice
Practicum (2 days a week)
EDU 699 Student Teaching
Methods Courses
Runs with Advanced Field Courses
(Field Assignments)
TESL 501 Theory and Practice of English Language Teaching I
TESL 502 Theory and Practice of English Language Teaching II
Specialized Pedagogy Courses TESL 524 Reading and Writing in the
(Field Assignments)
ESL/ESF Classroom
Content-Based Pedagogy Courses
(Field Assignments)
TESL 527 Cultural issues in the
ESL/ELF Classroom
TESL 531 Language Assessment
TESL 541 Teaching Grammar or TESL 542 Teaching Pronounciation
(MAT only)
Foundations of Pedagogy Courses
(Field Assignments)
Foundations of Theory Courses
EDU 541 Foundations of Special Education for
Exceptional Children or EDU 545 Overview of
Exceptionalities: The Arts in Education
(MAT only)
TESL 523 Second Language Acquisition
(MAT only)
TESL 500 Principles of Linguistics
EDU 521 Foundations of Education
EDU 620 Theories of Educational Psychology and Human Growth and
Development
Teacher Education Learning Outcomes
Content Knowledge for Teacher Candidates
Teacher candidates have in-depth knowledge of the content that they plan to teach as described in the INTASC standards. They demonstrate their knowledge through inquiry, critical
analysis, and synthesis of the subject. All program completers pass the content examinations in states that require examinations for licensure.
Pedagogical Content Knowledge for Teacher Candidates
Teacher candidates reflect a thorough understanding of the relationship of content and content-specific pedagogy delineated in the INTASC standards. They have in-depth
understanding of the content that they plan to teach and are able to provide multiple explanations and instructional strategies so that all students learn. They present the content to
students in challenging, clear, and compelling ways, using real-world contexts and integrating technology appropriately.
Student Learning for Teacher Candidates
Teacher candidates focus on student learning and study the effects of their work. They assess and analyze student learning, make appropriate adjustments to instruction, monitor
student learning, and have a positive effect on learning for all students.
Technology
SETH faculty believe that candidates should have opportunities to develop specific technical skills in their courses, considering the access and support mechanisms in their placements.
The use of technology is viewed as one the tools that teachers rely on when developing appropriate materials and practices. Candidates develop technological skills, have
knowledge of the technologies available specific to their content areas, know to use technologies to enhance their teaching approaches and student learning, critically think about
the use of technologies in their classroom and use technology predict students' skill/understanding of a particular topic.
Cert/MAT, K12 Education Curriculum
Advanced Field Courses
Synergizes all courses with Practice
Practicum (2 days a week)
EDU 699 Student Teaching
Methods Courses
Runs with Advanced Field Courses
(Field Assignments)
EDU 540 Methods and Materials in Secondary Education I
or
(Consortium Methods Course)
EDU 609 Effective Teaching For Diverse Learners
or
(Consortium Methods Course)
Specialized Pedagogy Courses
(Field Assignments)
EDU Elective (MAT Only)
EDU 541 Foundations of Special Education for Exceptional Children
or EDU 545 Overview of Exceptionalities: The Arts in Education
(MAT only)
Content-Based Pedagogy Courses
(Field Assignments)
EDU Elective (MAT Only)
EDU 520 Reading and Writing Across the Curriculum
Foundations of Pedagogy Courses
(Field Assignments)
Foundations of Theory Courses
EDU 522 Principles of Effective Instruction
EDU 521 Foundations of Education
EDU 620 Theories of Educational Psychology and Human Growth and
Development
Additional Courses: 2 Content Electives (MAT Only)
Teacher Education Learning Outcomes
Content Knowledge for Teacher Candidates
Teacher candidates have in-depth knowledge of the content that they plan to teach as described in the INTASC standards. They demonstrate their knowledge through inquiry, critical
analysis, and synthesis of the subject. All program completers pass the content examinations in states that require examinations for licensure.
Pedagogical Content Knowledge for Teacher Candidates
Teacher candidates reflect a thorough understanding of the relationship of content and content-specific pedagogy delineated in the INTASC standards. They have in-depth
understanding of the content that they plan to teach and are able to provide multiple explanations and instructional strategies so that all students learn. They present the content to
students in challenging, clear, and compelling ways, using real-world contexts and integrating technology appropriately.
Student Learning for Teacher Candidates
Teacher candidates focus on student learning and study the effects of their work. They assess and analyze student learning, make appropriate adjustments to instruction, monitor
student learning, and have a positive effect on learning for all students.
Technology
SETH faculty believe that candidates should have opportunities to develop specific technical skills in their courses, considering the access and support mechanisms in their placements.
The use of technology is viewed as one the tools that teachers rely on when developing appropriate materials and practices. Candidates develop technological skills, have
knowledge of the technologies available specific to their content areas, know to use technologies to enhance their teaching approaches and student learning, critically think about
the use of technologies in their classroom and use technology predict students' skill/understanding of a particular topic.