General Objectives: Further studies to exploit language teachers in the teaching of languages and literature.
Specific:
Reflect on the pedagogical work in order to anchor it in contemporary theories;
Establish dialogical relationship between the various curriculum components, promoting interdisciplinarity;
Encourage research in the area, prioritizing issues which combine theory and practice. .
Degree Requirements (Catalog Year 2008-2009)
See the university catalog for policies governing all baccalaureate degrees.
Students must complete an equivalent of 120 credits of course work with at least 24 credits in learning communities, 12 credits of experiential learning (see Curriculum Requirements below), and 35 credits in general education. A student’s concentration consists of at least 30 credits with a minimum GPA of 2.00, which may draw from learning communities, experiential learning, independent study, and traditional university courses. Students must present a final cumulative portfolio and a college senior exposition.
Curriculum Components
The curriculum has four major components. Division I is general education, which can be completed through the first year of common courses, experiences, and integrated learning (also known as the “First-Year Experience”) or through traditional university course work. Thereafter, students pursue their academic and career goals through learning communities (Division II) and courses for their concentration (Division III), and experiential learning (Division IV).
General education requirements are met in Division I and II. Division I fulfills most general education requirements. Students may also test out of some requirements. The university’s 6-credit written communication general education requirement is met through completion of Division I and Division II with an overall 2.00 GPA. All 300-level and above learning communities include at least one writing assignment that requires revision.
Division I, or first-year, experience/general education: The first-year experience is a sequence of four courses following a common curriculum. Each learning community (NCLC 110, 120, 130, 140) is six or seven weeks long and separated by two-week interims or a winter intersession. Each meets Monday through Thursday and may include lectures and exams but emphasizes seminar discussions, collaborative assignments, and problem-centered projects.
NCLC 110 emphasizes composition and communication, computer applications, and analytical reasoning; NCLC 120 studies the natural world and develops computational skills; NCLC 130 studies the socially constructed world through the interdisciplinary study of global civilization; and NCLC 140 studies the relationship between the individual and society. The intersessions are built into the curriculum to allow cocurricular activities, such as community service learning, leadership training, or specialized workshop courses. The winter intersession also allows for intensive short courses, study abroad, individualized projects, research, or experiential learning outside the college.
Division II, learning communities: combines subjects usually taught in separate courses into a single course of study. Learning communities offer the equivalent of between 3 and 9 credits of undergraduate work and replace the often fragmented classroom experience many students encounter in a series of unconnected course offerings. In interdisciplinary learning communities, faculty and students explore various ways to understand a topic. Learning communities also offer a greater sense of identity with an academic community, especially in the college environment typical of a regional state university. Several learning communities are scheduled to make attendance easier for part-time students. Team teaching; collaborative projects; emphasis on writing and critical thinking; opportunity for independent study; and integrative experiential learning are all important components of learning communities. Many learning communities have experiential learning attached, either as a part of the class or an option for students to take. A minimum of 24 credits in learning communities is required for graduation.
Division III, a concentration: the equivalent of a major in a traditional degree program. Students complete an interdisciplinary concentration already established in the integrative studies curriculum or, in some cases, create with faculty a unique program of study to fit their particular interests and needs. The concentration comprises traditional courses, learning communities, independent study, and experiential learning. Students must create a portfolio of their work that is reviewed by NCC faculty, as well as a culminating college senior exposition, which is done through NCLC 491 Senior Capstone. Students are required to take NCLC 491 the semester prior to graduation.
Division IV, experiential learning requirement: A minimum of 12 credits of experiential learning are required to fulfill graduation requirements. Experiential learning sites may change each semester to include study abroad programs, internships, community service learning, and field study opportunities. In many cases, students should complete learning contracts for experiential learning activity undertaken. This requirement reflects the college’s commitment to provide educational experiences that prepare graduates for the workplace and the demands of active and responsible citizenship. The faculty’s goal is twofold: to engage the workplace as a site of instruction and expose students to the variety of skills needed to succeed, and to combine work experience with academic study so that each will enrich the other. Experiential learning may include course field trips and off-campus learning experiences. Students may be responsible for their own transportation, including bus, subway, and carpooling. Student liability insurance for the experiential learning internship is provided by Mason. Students are responsible for their own health care, including emergency care. New Century College assumes no financial responsibility for the health care of students. An accident and health insurance plan is available through the university. No more than 24 credits of experiential learning can count toward a student’s total credits for graduation.
Degree Requirements (Catalog Year 2008-2009)
See the university catalog for policies governing all baccalaureate degrees.
Students must complete an equivalent of 120 credits of course work with at least 24 credits in learning communities, 12 credits of experiential learning (see Curriculum Requirements below), and 35 credits in general education. A student’s concentration consists of at least 30 credits with a minimum GPA of 2.00, which may draw from learning communities, experiential learning, independent study, and traditional university courses. Students must present a final cumulative portfolio and a college senior exposition.
Curriculum Components
The curriculum has four major components. Division I is general education, which can be completed through the first year of common courses, experiences, and integrated learning (also known as the “First-Year Experience”) or through traditional university course work. Thereafter, students pursue their academic and career goals through learning communities (Division II) and courses for their concentration (Division III), and experiential learning (Division IV).
General education requirements are met in Division I and II. Division I fulfills most general education requirements. Students may also test out of some requirements. The university’s 6-credit written communication general education requirement is met through completion of Division I and Division II with an overall 2.00 GPA. All 300-level and above learning communities include at least one writing assignment that requires revision.
Division I, or first-year, experience/general education: The first-year experience is a sequence of four courses following a common curriculum. Each learning community (NCLC 110, 120, 130, 140) is six or seven weeks long and separated by two-week interims or a winter intersession. Each meets Monday through Thursday and may include lectures and exams but emphasizes seminar discussions, collaborative assignments, and problem-centered projects.
NCLC 110 emphasizes composition and communication, computer applications, and analytical reasoning; NCLC 120 studies the natural world and develops computational skills; NCLC 130 studies the socially constructed world through the interdisciplinary study of global civilization; and NCLC 140 studies the relationship between the individual and society. The intersessions are built into the curriculum to allow cocurricular activities, such as community service learning, leadership training, or specialized workshop courses. The winter intersession also allows for intensive short courses, study abroad, individualized projects, research, or experiential learning outside the college.
Division II, learning communities: combines subjects usually taught in separate courses into a single course of study. Learning communities offer the equivalent of between 3 and 9 credits of undergraduate work and replace the often fragmented classroom experience many students encounter in a series of unconnected course offerings. In interdisciplinary learning communities, faculty and students explore various ways to understand a topic. Learning communities also offer a greater sense of identity with an academic community, especially in the college environment typical of a regional state university. Several learning communities are scheduled to make attendance easier for part-time students. Team teaching; collaborative projects; emphasis on writing and critical thinking; opportunity for independent study; and integrative experiential learning are all important components of learning communities. Many learning communities have experiential learning attached, either as a part of the class or an option for students to take. A minimum of 24 credits in learning communities is required for graduation.
Division III, a concentration: the equivalent of a major in a traditional degree program. Students complete an interdisciplinary concentration already established in the integrative studies curriculum or, in some cases, create with faculty a unique program of study to fit their particular interests and needs. The concentration comprises traditional courses, learning communities, independent study, and experiential learning. Students must create a portfolio of their work that is reviewed by NCC faculty, as well as a culminating college senior exposition, which is done through NCLC 491 Senior Capstone. Students are required to take NCLC 491 the semester prior to graduation.
Division IV, experiential learning requirement: A minimum of 12 credits of experiential learning are required to fulfill graduation requirements. Experiential learning sites may change each semester to include study abroad programs, internships, community service learning, and field study opportunities. In many cases, students should complete learning contracts for experiential learning activity undertaken. This requirement reflects the college’s commitment to provide educational experiences that prepare graduates for the workplace and the demands of active and responsible citizenship. The faculty’s goal is twofold: to engage the workplace as a site of instruction and expose students to the variety of skills needed to succeed, and to combine work experience with academic study so that each will enrich the other. Experiential learning may include course field trips and off-campus learning experiences. Students may be responsible for their own transportation, including bus, subway, and carpooling. Student liability insurance for the experiential learning internship is provided by Mason. Students are responsible for their own health care, including emergency care. New Century College assumes no financial responsibility for the health care of students. An accident and health insurance plan is available through the university. No more than 24 credits of experiential learning can count toward a student’s total credits for graduation.
The 63-hour major in elementary education is designed for students who plan to teach in elementary school (kindergarten through sixth grade) and to qualify for Florida teacher certification. Because this is a stateapproved Teacher Education Program, Saint Leo graduates are assured Florida certification for grades K-6, including endorsement for teaching students for whom English is a second language (ESOL). In addition, Saint Leo graduates benefit from interstate agreements that the state department of education negotiates with many other states to make certification easily available.
The Elementary Education Program is carefully designed to meet state mandates for general education, for admission to the program, for the curriculum components in the major and for graduation requirements. Students formally apply to the Department as beginning juniors. Admission requirements include passing the CLAST exam and earning a minimum of a 2.5 GPA on the first 60 hours of coursework. Students commit to maintaining the 2.5 GPA throughout the program with a minimum grade of 2.0 in every education course.
The education coursework is planned to ensure coherence and breadth of knowledge and experience. Students should take EDU 226 and EDU 222 or the equivalents as sophomores. In subsequent semesters, most education courses are blocked with 11 credits that must be taken concurrently. Each of the first three semesters includes a 6-hour per week field placement in an elementary classroom (a background check will be required). These placements provide opportunities for the teacher candidates to apply what they are studying to real-life classroom situations. Summer options, as well as online courses, are available to meet individual schedules and needs. Students will confer with an academic advisor each semester to keep on track while also allowing flexibility as needed.
Students must complete a formal application to intern in the semester prior to final internship. This is a full-time student-teaching experience in an elementary classroom. To qualify for final internship, students must
have a 2.5 overall GPA and a 2.0 in all education courses;
complete a background check prior to placement;
complete a formal application by February 15 or October 15 prior to the internship semester; and
take the Florida Teacher Certification Exam in the semester prior to internship.
To graduate from the Department of Education with a degree in Elementary Education, students must
satisfy all requirements listed above for internship;
pass the Florida Teacher Certification Examination (FTCE).
receive a passing grade for EDU 480 Internship and EDU 481 Internship Seminar;
meet all 12 of the Florida Accomplished Practices at the pre-professional level in the final internship, in required education courses and as documented in the student’s final portfolio.
satisfactorily complete all requirements for a bachelor’s degree as set forth elsewhere in the catalog.
Notation of completion of a stateapproved program will appear on a student’s transcript when all requirements, including passing the FTCE, are met.
The elementary education program follows the rules and regulations mandated by the state of Florida; consequently, program requirements may change as state requirements change.