Degrees for Education

The Department of Special Education is committed to preparing qualified graduates to serve K-12 students with varying needs in the least restrictive environment and to ensure their access to the general education curriculum. We value diverse and evidence-based pedagogical, instructional, and curricular approaches as well as research methodologies designed to produce positive learning outcomes for all students.

We believe educational decision making is the responsibility of a collaborative team that welcomes the input of all relevant stakeholders, including the student. Our educational systems must minimize the separation between general and special education and the over-identification and shunting of students into special-ed programs.

There are three program tracks that UW students may choose, depending on their preferences. Track 1 is for full-time students who can take 12 credits per semester. Track II is for part-time students. Track III is for students that chose to take only one course per semester.

Description of the race

It is an academic and professional community of teachers, students and administrative workers, organically integrated with the Faculty of Education, National University of Cajamarca whose mission is to build human, academic and professional excellence in teaching.

Duration: 10 academic semesters.
Academic Degree: Bachelor of Education
Professional Title: Bachelor of Education

Graduate Profile
Learn the basic cognitive and affective processes involved in learning processes and metacognition.
Tenerconocimientos updated to enable it to communicate with a language in its fluid social interplay.
Possessing a very general level of education.
Demonstrate interest in continued learning, demonstrating knowledge of their main characteristics and aspirations.
Apply various tools and / or strategies for its self.
Take care-oriented attitudes and development of health and the environment.
Possess initiatives following a logic-oriented decision making.
Communicate effectively with others and in different areas.
Guide the group work and respect for the opinions of others.

The office of Global Education provides opportunities for students, faculty and staff to deepen their understanding and appreciation of global issues as a foundation for decision making and action as they lead and serve.

We do this by:
Assisting Viterbo students to study abroad.
Identifying and creating opportunities for faculty leadership in international education
Recruiting, welcoming ,and supporting students from other countries. Click here if you are interested in learning more about the possibilities Viterbo has to offer you.
Nurturing partnerships with institutions of higher education in other parts of the world

If you are an international student currently studying in the United States at a different university, there is a separate set of Instructions for Transfer Students.

Remember: if at anytime through the process you have any questions, please don’t hesitate to contact the Office of Global Education at Viterbo University.

Grinnell College aims to graduate women and men who can “think clearly,” “speak and write persuasively,” and “are prepared in life and work to use their knowledge and their abilities to serve the common good” The Education Department at Grinnell College achieves this mission by preparing teacher-researchers who can fulfill decision-making and leadership roles in schools and communities. Because we carefully guide students through a program of increasingly demanding research and teaching experiences, our graduates are prepared to act on their informed choices to transform classroom practices to make schooling more equitable, engaging, and accessible to all students. Our courses are guided by the belief that educational leaders must be equipped to provide all students, particularly those whose knowledge and experiences have been denigrated and marginalized, with opportuniti es to practice the critical thinking skills that will enable them to act as effective and ethical citizens.

The M.Ed. in Early Childhood Education is designed for the teacher who wishes to establish a learner-centered classroom. Through an integrated approach that provides choices and opportunities for decision making and dynamic group interactions, teachers participating in this collaborative master’s program become partners with faculty in shaping the path or paths by which content is learned.

Program Academic Regulations
This program prepares educators to work with tomorrow’s citizens. Its design is based on the assumption that learning is a constructive process that builds on the knowledge and experience of the learner. Certain beliefs characterize this program, including that learning happens in a social setting where children and teachers learn together and that meaningful learning occurs in the context of the university setting and in classrooms. With these beliefs as the core, this program provides opportunities for teachers to reflect and refine their understandings about teaching and learning.

Consistent with programmatic core beliefs, evaluation for all courses will be on-going. Therefore, IP (“in progress”) grades will be assigned for most courses each term. Upon completion of all programmatic requirements, traditional grades (A-F) will be assigned to each course with the exception of ECE 7740 and ECE 7750. These two courses are evaluated as satisfactory/unsatisfactory.

In addition to the college-wide graduation requirement of an overall 3.00 grade point average (calculated on all graduate work attempted), the Department of Early Childhood Education requires that the students maintain satisfactory progress as he or she pursues the program of study. Any student whom faculty believes is not making satisfactory progress toward fulfillment of degree requirements may be removed from the program.
Participants must be employed as classroom teachers and hold certification in early childhood education, and they must have completed at least one year of teaching.
Applicants are interviewed by Early Childhood Education faculty and school-based personnel for admission.
Participants must commit to four academic terms of continuous study and must register for a minimum of nine semester hours per term. Because of the special nature of this program, students who drop out will not be able to complete it unless they reapply, nor will students be able to substitute course prerequisites.
Participants must be willing to attend a two-day retreat scheduled during the first academic term of enrollment as a coursework requirement. The participant will assume the cost of the retreat.
Students must participate actively in the design of the program structure, content, and assessments. Students may satisfy program requirements in a variety of settings and through a variety of experiences (e.g., seminars, class meetings, classroom research, group and/or individual projects, curriculum design, workshops).
Students will participate in the design of a capstone experience during the final academic term. This capstone will demonstrate the accumulated knowledge, skills, and attitudes acquired throughout the program.

In addition to the requirements listed above, students must file a formal application for graduation with the Graduation Office, Office of the Registrar, at least two academic terms in advance of the expected date of graduation to establish eligibility for graduation with the M.Ed. in Early Childhood Education.
In this program, the teacher functions as a collaborator with parents and children to focus on strategies for enhancing effective child learning. All coursework and instruction will incorporate reflective practice, collaboration, theories of child development, and strategies for managing classrooms and affirming diversity. For a detailed description of departmental requirements, please refer to the CMP Program Manual available from the Department of Early Childhood education or at the bottom of this web page.

The graduate of Tecnicatura and Management of Small and Medium Business Administration is a professional who will have the following powers:

We have the knowledge and procedures to perform in various enterprises in the guidelines by administrative, managerial and operational which lead to a desirable level of competition, general mechanisms of control, and contributing to the innovative processes that lead to an improvement of results.

Analyze the reality, with a good management of information for planning studies of technical and economic feasibility of small and medium enterprises and to identify market demands and available resources to generate new business.

Identify the problems that hinder the smooth operation of the company, promoting reform and modernization processes that make the organization more suitable for achieving the objectives and more profitable in economic terms ..

Skills and knowledge management, leadership and teamwork, to act strategically against the demands of new economic and organizational business, improve decision making and creativity in developing a growing work to be tailored to the changes.

To help students reach these goals, Columbia College believes that truly effective teaching must be modeled, not just taught. Therefore faculty are encouraged to engage students in active learning, research in field situations, problem solving, interactive dialogue and questioning, and constant exploration of what is and what could be. Students are supported in their efforts: to identify and evaluate relevant issues as they relate to various aspects of teaching and learning; to engage in critical and creative thinking with colleagues, peers and professors; to develop as whole persons, valuing individualism, uniqueness and diversity of others; to consistently use reflection and research as the foundation for decision making; and, to value and promote professionalism and a commitment to learning which is never ending.