|
Education 2001-2002 Faculty: Beauboeuf, Lee (chair), McVorran, Raybern, Stockton, Weisz, Wenta.
The mission of DePauw University's Teacher Education Program is to prepare candidates to enter a profession that requires content and professional knowledge, skill competence and appropriate dispositions for effective teaching. To this end, the preparation of professional educators is grounded in a comprehensive liberal education integrated with a professional teacher preparation program that relies heavily on its complementary field experiences. The department's theme is: "Teachers With Unlimited Horizons".
The Department of Education offers several programs of study and education courses to both degree seeking and non-degree seeking students. All education courses are listed under two categories: Education Studies courses and Professional Studies. Education Studies courses do not apply to the elementary education major, and majors should plan carefully so that they meet the 19 courses outside the major subject (department) area.
The Education minor is offered for students who wish to investigate the social, political and economic functions of education. The minor is designed for preparing students to pursue education-related professions such as counseling, educational administration, and areas of psychology and sociology. The study of education is valuable in understanding one's own learning process, in providing an awareness of educational issues, and in analyzing the impact of institutions of higher education upon various cultural and international groups.
Professional Studies is designed for those students who plan to be admitted to the Teacher Education Program (TEP) and pursue licensing in elementary or secondary education. A major in Elementary Education will lead to a bachelor's degree which qualifies one to teach in grades 1 through 6. Students majoring in another discipline and seeking a teaching license may also earn a minor in education. See Section V for secondary requirements.
Students are encouraged to pursue their major or minor in education as early as possible, preferably in the second semester of their first year at DePauw. The sooner students pursue education courses, the more likely they are to have a sequenced, meaningful set of experiences.
Students preparing to teach in elementary or secondary schools must refer to Section V, Teacher Education Programs, for the requirements for admission to the Teacher Education Program (TEP). Students need to consult with an education advisor early in their academic program to discuss program requirements, as well as the Pre-Professional Skills Test (PPST) and the National Teacher Examination (NTE) specialty Area Test(s).
Education Club
The Education Club is open to all students majoring in Elementary Education or minoring in secondary education and preparing to teach. Activities include topics related to teaching and schooling, and include guest speakers, fund-raisers, field experiences in schools, field trips, and social functions. Meetings are held once each month.
Kappa Delta Pi
A chapter of this international honor society in education has been established at DePauw University. Membership in this honorary society is for students who are second semester sophomores, or above, who have achieved a cumulative GPA of 3.25.
Requirements for a major in Elementary Education: | Total courses required: | ten courses |
| Core courses: | EDUC 170 and EDUC 180 EDUC 222 and EDUC 230 EDUC 310 EDUC 315 EDUC 430A and EDUC 450A |
| Other required courses: | (Students must be accepted into the Teacher Education Program.)
|
| # 300 and 400 level courses: | seven courses |
| Senior requirement: | The senior requirement consists of successful completion of EDUC 430A and EDUC 450A (the student teaching semester), as well as the submission of a portfolio. |
| Additional information: | To be licensed to teach, there are 14-1/2 courses required from general studies, such as English, History, Social Studies, Science, Math, Fine Arts and Psychology, with proficiency in written expression, oral expression, and quantitative reasoning. The completion of an academic minor or the completion of an interdisciplinary cognate is also required. See Section V for more information. |
Requirements for a minor in Education: | Total courses required: | five courses | | Other courses: | One-half credit courses must be combined to make a full course. | | # 300 and 400 level courses: | three courses | Courses in Education Courses in Education Studies EDUC 240. Today's Education: Issues and Trends --1 course
Examination of the education process and its bilateral relationship with society in both historical and sociological terms. Attitudes and values developed as a result of research in both education and sociology are stressed. May not be taken Pass/Fail. Satisfies a Group 2 requirement.
EDUC 300. Multicultural Education --1 course
Explores the cultural foundations of American education and examines the challenge to the schooling process, presented by cultural diversity. Focuses on the existing definitions of knowledge, learning, cultural assimilation, the distribution of power and academic achievement. This course is designed for non-majors. May not be taken Pass/Fail.
EDUC 320. Education and Social Change --1 course
Examines issues related to the school's function as a catalyst for social change. Analyzes the school's role in the reformation of society and formation of attitudes and behaviors, and determination of outcomes.May not be taken Pass/Fail.
EDUC 362. Education Reform --1 course
Investigates the educational reports, agendas, initiatives and debates that have had an impact on American schools since 1978. The course involves the critical analysis of present school systems, as well as the changes expected from reform proposals.
EDUC 380. Comparative Education --1 course
A socio-cultural comparative view of education in different social contexts. The course investigates the impact of economic, social, cultural and political factors upon schooling in Asia, Europe, Africa and the Americas. Prerequisite: it is strongly advised that students have taken EDUC 240 or a course in sociology, anthropology, economics, political science or geography. May not be taken Pass/Fail.
EDUC 440. Motor Development and Adapted Physical Education --1/2-1 course
Study of conditions which require physical education programs to be adapted to meet special needs of handicapped individuals. Conditions to be studied include body mechanics problems, mental deviancy, neurological disorders, orthopedic deviations, organic conditions, sensory impairments, behavior problems and others. Not open to students with credit in HPP 440.
Courses in Professional Studies EDUC 170. Foundations of the Educational Process --1 course (with field experience)
This course establishes a liberal arts foundation for teacher preparation with an emphasis in community/school relationships. This course is a study of major points of view in contemporary American education and those knowledge bases which influence educational decisions. Philosophical, historical and sociological foundations are examined as based for present and future systems. Field experience is required and students should register for lab time concurrently. Students register for EDUC 170 and EDUC 180 concurrently. May not be taken Pass/Fail.
EDUC 180. Multicultural Education --1/2 course
(includes field experience)Explores the cultural foundations of American education and examines the challenge to the schooling process, presented by cultural diversity. Focuses on the existing definitions of knowledge, learning, cultural assimilation, the distribution of power and academic achievement. Field experience is required. Students register for EDUC 170 and EDUC 180 concurrently. May not be taken Pass/Fail.
EDUC 222. Educational Psychology with Field Research --1 course (with field experience)
Provides students in the middle childhood and adolescent development levels of teaching with an understanding of the principles of psychology as they apply to education. Projects and discussions focus on the application of such topics as: human development, learning, instruction, student differences, motivation, evaluation and management. Field experience is required and students should sign up for a field experience lab concurrently. Certification students enroll in EDUC 230 concurrently. May not be taken Pass-Fail.
EDUC 230. Introduction to Exceptional Children --1/2 course (with field experience)
Explores exceptionality in children with high intellectual ability, low intellectual ability, sensory impairment, social maladjustment and emotional disturbance. Stresses adjustment of children, parents and educators to exceptionality. Certification students enroll in EDUC 222 concurrently. Field experience is required. May not be taken Pass/Fail.
EDUC 270. The Junior High/Middle School Curriculum --1/2 course
Different concepts of organization and structure for middle school curriculum are presented with emphasis upon evaluation, philosophy of curriculum design, articulation within the overall school program and the teacher as change agent. Field experiences required. Required for junior high and middle school additions to elementary and secondary teaching certification. May not be taken Pass/Fail.
EDUC 292. Children's Literature --1 course
An examination of children's literature attending to its history, canon and audience - both children and adults - and to selected topics such as storytelling and censorship. Establishing criteria for several genres, students read widely to judge poetry, realistic fiction, picture books, fantasy, etc., and to compile bibliographies. May not be counted toward a major in English. Offered second semester only.Elementary Education majors should take as ENG 292.
EDUC 310. Curriculum and Instruction I (Early Childhood/Middle Childhood) --2 courses (with field experience)
The emphasis of this course is educating the liberal arts student to teach elementary students via methodology of instruction in language processes, social studies, and health with an emphasis on technology, classroom management, curriculum development, pedagogy and assessment in early and middle childhood classrooms. Participation and performance in the field experience components of EDUC 310 and EDUC 315 should demonstrate knowledge of those content areas, professional strategies, and dispositions of the professional teacher which will be reviewed prior to entry into the Student Teaching experience. Prerequisites: EDUC 170, 180, 222 and 230. Students should register for field experience lab time concurrently. May be taken first or second semester. May not be taken Pass/Fail.
EDUC 315. Curriculum and Instruction II (Early Childhood/Middle Childhood) --2 courses (with field experience)
The emphasis of this course is educating the liberal arts student to teach elementary students via methodology of instruction in reading/literature, math and science with an emphasis on technology, classroom management, curriculum development, pedagogy, and assessment in early and middle childhood classrooms. Participation and performance in the field experience components of EDUC 310 and EDUC 315 should demonstrate knowledge of those content areas, professional strategies, and dispositions of the professional teacher which will be reviewed prior to entry into the Student Teaching experience. Prerequisites: EDUC 170, 180, 222 and 230. Field experience is required and students should register for field experience lab time concurrently. May be taken first or second semester. May not be taken Pass/Fail.
EDUC 351. Curriculum and Instruction:EAG/AYA --1 1/2 courses (with field experience)
(Early Adolescence Generalist/Adolescence and Young Adulthood) The course provides an intensive focus on the processes and theories inherent ini middle and secondary school teaching practices, including curriculum, instruction, planning, and decision making, discipline and classroom management, assessment, and school and classroom climate, culture and dynamics. Students have opportunities to integrate technology into course projects and activities. A 36 hour field component, including classroom observation and participation, is also a strong component of the course. May not be taken Pass/Fail. Not open to students with credit in EDUC 335.
EDUC 361. Adolescent Development AYA/EAG --1/2 course (with field experience)
(Early Adolescence Generalist/Adolescence and Young Adulthood) Provides an in-depth examination of the theoretical nature of adolescent development including biological and cognitive processes, social, emotional and personality development, contexts of adolescent development, and disturbances, stress and health. Each of these areas is explored with a specific focus on middle and secondary school settings, as well as within the context of the adolescent's family, peers, and culture. This course requires 12 hours of laboratory field experience in a public school May not be taken Pass/Fail.
EDUC 363. Literacy Curriculum: EAG/AYA --1/2 course
(Early Adolescence Generalist/Adolescence and Young Adulthood)
Provides students with theoretical and practical foundations of the role of literacy across the content area subjects. Students link the expectations of their professional societies for reading, writing, and problem solving, and Indiana Curriculum Standards to form instructional plans and assessments. Focus is placed upon the role of the content area teacher as a facilitator learning through reading and writing. Emphasis is placed upon the writing process and using writing to learn in the content areas. May not be taken Pass/Fail. Not open to students with credit in EDUC 340.
EDUC 370. The Modern Middle School --1 course
(with field experience)Emergence and development of the middle school historically and conceptually. An integration of three basic middle school components: 1) The sociology of education with emphasis upon ethnic differences and minority groups as they affect teaching in the middle school; 2) special methods for middle school/junior high school teaching; and 3) organization for instruction with emphasis on measurement, instructional media, individualization and interdisciplinary learning. Required for junior high/middle school additions to elementary and secondary teaching certification. Field experience required. May not be taken Pass/Fail.
EDUC 411-412. Directed Study --1/2-1 course each semester
Independent study. Prerequisite: by permission of instructor.
EDUC 425-426. Projects in Education --1/2-1 course each semester
A systematic exploration of projects reflecting issues and concerns in education. Focuses upon students in collaboration with faculty using research, application, adaptation and implementation. May be offered with a specific research topic. Prerequisite: permission of instructor. May not be taken Pass/Fail.
EDUC 430. Senior Seminar --1 course
A. EC/MC (Early Childhood/Middle Childhood) Developmental Level (Elementary)
B. EAG/AYA (Early Adolescence Generalist/Adolescence and Young Adulthood) Developmental Level (Secondary).
A seminar stressing a professional examination of principles of classroom management, legal rights and responsibilities, certification, accountability and current issues in education. Activities relate research and theory to practical problems faced in the field. An emphasis is placed upon the individual's examination and refinement of personal attitudes and teaching skills. Students will participate in a final exhibition which involves a formal presentation of personal growth and competence via the electronic portfolio process. Prerequisite for middle childhood developmental level student teachers: EDUC 310 and 315. Prerequisite for adolescent developmental level student teachers: EDUC 351, 361, 363 and content area special methods. Offered each semester. Students enroll in EDUC 450A or EDUC 450B concurrently. May not be taken Pass/Fail.
EDUC 450. Student Teaching --2 courses
A. EC/MC (Early Childhood/Middle Childhood) Developmental Level (Elementary)
B. EAG/AYA (Early Adolescence Generalist/Adolescence and Young Adulthood) Developmental Level (Secondary).
A 14-week, full-time teaching experience is required. The student must allow time for conferences with the supervising teacher and college supervisor. Prerequisite for middle childhood developmental level student teachers: EDUC 310 and 315. Prerequisite for adolescent developmental level student teachers: EDUC 351, 361, 363 and content area special methods. Students may not enroll in student teaching if their cumulative GPA is less than 2.5; they also must be formally admitted to the Teacher Education Program via the INTASC portfolio process. Application is made through the Directors of Elementary or Secondary Education Student Teaching one full year in advance of the student teaching semester and signature of the instructor is a prerequisite for middle childhood and adolescent developmental level teaching candidates. Offered each semester. Students enroll in EDUC 430A or EDUC 430B concurrently. May not be taken Pass/Fail.
EDUC 590. Selected Topics --1/2-3/4-1 course
May be repeated for credit with different topics.
|
