Degrees for Education

The elementary education major and education minors at Luther offer students many options in preparation for the teaching profession. Thorough classroom instruction, combined with extensive field experience, prepares students for careers in elementary, K-12, and secondary teaching.

Elementary education majors may choose from academic endorsements or special endorsements such as early childhood, reading, special education, English language learners, or middle school.

Of the many factors important for today’s teacher, none is more crucial than that of expertise in teaching methodology. Methods classes at Luther are closely integrated with elementary and secondary classrooms. Your college professors will be working with K-12 teachers in these courses, and you will have many direct experiences in the classroom. These occur at several points as you prepare to become a professional educator.

The Luther program begins in your first year with a practicum placement in the schools. This is an opportunity to test your potential for and interest in teaching. In the junior year, students are in the schools again in conjunction with their education methods coursework.

And the culmination of the program is the professional semester, a full term of student teaching. College supervisors work with cooperating K-12 teachers to insure a mentoring environment and to help students prepare their professional teaching portfolio.

Program Requirements
Thirty-six semester hours of graduate level courses are required to earn certification in Elementary and Secondary Education and forty semester hours for Special Education. Methods of Educational Research (four semester hours) is required for the M.Ed. degree. In addition, a student must successfully complete a culmination experience that includes a synthesizing project. Maintenance of at least a “B” average (3.0 on a 4.0 scale) is necessary for advancement to candidacy and graduation.

Required courses
MEDU 665 Teaching in a Diverse Society 4
MEDU 670 Educational Psychology 4
MEDU 671 Beginning Field Experience 0
MSED 625 Instructional Technology 4
MEDU 675* Survey of the Exceptional Individual 4
MEDU 684 Classroom Management 2
MEDU 699 Professional Growth Seminar 1
MEDU 610** Methods of Educational Research 4

Course not required for Special Education Certification
Course taken after certification.
Elementary CertificationMEDU 683 Methods of Teaching Science/Social Science 3
MEDU 685 Methods of Teaching Math 3
MEDU 680 Methods of Teaching Reading/Language Arts 3
MEDU 681 Intermediate Field Experience 0
MEDU 690 Elementary Advanced Field Experience 8

Special Education Certification

MEDU 640 Development/Characteristics of Individuals w/Disabilities 3
MEDU 641 Legal/Historical Foundations in Special Education 3
MEDU 642 Educational Assessment in Special Education 3
MEDU 643 Methods of Instruction for General and Special Education 4
MEDU 644 Specialized Curriculum and Inclusion in Special Education 3
MEDU 681 Intermediate Field Experience 0
MEDU 697 Special Education Advanced Field Experience 8
MEDU 645 Consultation, Transition, & Collaboration in Special Educ. 3

Secondary Certification

MEDU 687 Middle School Curriculum & Instruction 3
MEDU 689 Reading and Writing in the Content Areas 3
MEDU 681 Intermediate Field Experience 0
MEDU 695 Secondary Advanced Field Experience 8

and one of the following:

MEDU 691 Secondary Methods of Teaching Science 3
MEDU 692 Secondary Methods in English/Language Arts 3
MEDU 693 Secondary Methods in Social Science 3
MEDU 694 Secondary Methods in Mathematics 3

Course Descriptions

SED 355 Pre-professional Practicum in Learning Disabilities 3 hours
Prerequisites: SED 364, SED 365
Thirty-five hours of supervised observation and participation with students labeled learning disabled in a school or community setting; seminar discussion of theories of learning disabilities, ethical issues, and development of personal theoretical framework.

SED 364 Characteristics of Students with Learning Disabilities 3 hours
Prerequisites: SED 250, Admission to Teacher Certification Program or
Permission of Instructor
Emphasis on the etiology, legal definition and regulations, the negative effects on learning and curriculum methods and techniques used to facilitate remediation. Research dealing with multicultural influences on diagnosis, as well as social organization and structure.

SED 365 Teaching Students with Disabilities 3 hours
Prerequisites: SED 250, SED 364; completion of regular education methods courses
Methods and techniques for the educational needs of students with mild disabilities. Psychological information about group and individual; strategies for achieving integration in regular education; organizational structure of the school, and strategies for teaching reading, math, and study skills.

SED 366 Assessment of the Exceptional Child 3 hours
Prerequisite: EDU 241
Educational assessment of exceptional individuals, focusing on both standard and alternative measures, appropriate and effective use of test results, and multiple methods of documenting mastery of curriculum/goals and objectives.

SED 370 Students With Disabilities: School, Family, 3 hours and Community Interaction
Prerequisite: Admission to Teacher Certification Program
Develop flexible theoretical frameworks, practical skills and sensitivity in working with families of students with disabilities. Theoretical bases for current approaches to supporting families, anomalies and challenges presented by the growing diversity of U.S. society, development of a critical awareness of formal and informal supports for families.

SED 373 Assistive Technology in Special Education 3 hours
Prerequisite: EDU 330
Introduces the use of adaptive technology, methods for linking technology and instruction of students with special needs, techniques for selecting and utilizing computer based instructional programs, and methods for developing interactive instructional materials.

SED 375 IEP Development 3 hours
Prerequisite: Admission to Teacher Certification Program
Covers prereferral and referral processes, assessment, plans, eligibility criteria for services, due process, and development of the individual education plan (IEP). Includes transition, consideration of assistive technology needs, modifications, functional behavior analyses and intervention plans.

SED 376 Classroom Management and Intervention Strategies for 3 hours Students with Disabilities
Prerequisite: EDU 324
Create and manage productive and positive classroom environments. Examine the roles of teachers in preventing and minimizing problem behaviors, as well as in utilizing behavioral difficulties as learning opportunities. Preventing and maintaining prosocial behavior and applying supports through functional behavior assessment and intervention planning. Develop an understanding of the larger social contexts of behavior management and social control.

SED 425 Teaching Language Arts to Students with Disabilities 3 hours
Prerequisite: SED 365
Offers a wide range of research based, multisensory, technology-enhanced strategies and techniques for teaching reading, spelling, and written expression skills in an integrated process. Includes practicum.

SED 450 Teaching Mathematics to Students With Disabilities 3 hours
Prerequisite: SED 365
Introduces approaches to teaching and assessing mathematics for special needs students. Learn to examine, evaluate, and apply teaching approaches used in both general and special education settings.

SED 456 Language Development and Disorders 3 hours
Prerequisite: EDU 240
Relationship of language development and psycholinguistics to the child’s motor, emotional, and cognitive development. Special reference to the educational process and difficulties of students with learning disabilities. Focus on teaching strategies and multi-media approaches.

SED 496 Special Education Senior Seminar 3 hours
Prerequisites: Senior status, Admission to Teacher Certification Program
Examine trends and issues facing special educators. Emphasis on current problems that affect students with disabilities.

SED 499 LD Student Teaching 4-6 hours
Prerequisites: Admission to student teaching, completion of EDU 499
Observation and guided full-time, 8-12 week professional laboratory experience in public, private, or community setting with students labeled LD for six credit hours.

Program Requirements
The 38-hour special education major requires:
EDU 263 Human Learning & Dev for Gen Spec Ed Students (4) OR SED 269 Human Development for the Special Education Student (1)
(if earning an endorsement only)
SED 200 Introduction to Special Education (3)
SED 300 Curriculum Design for L.D. (3)
SED 305 Classroom Management for L.D. (3)
SED 360 Technology for Special Education (3)
SED 420 Elementary Special Education Methods (3)
SED 421 Secondary Special Education Methods (3)
SED 422 Communication Skills (3)
SED 423 Assessment of L.D. (3)
SED 426 Consultation Models for L.D. (3)
SED 428 Individualized Instruction for Exceptional Children (3) (or SED 340)
SED 430 Seminar in Teaching Special Education: L.D. (1)
SED 450 Mentored Experience in Teaching Special Education L.D. (3)

In addition, acceptable ratings in Professional Behaviors and Dispositions and Pedagogical Knowledge, Skills and Dispositions as evaluated by the faculty of the special education L.D. major may be considered as part of the criteria for recommendation for student teaching in special education. Students certifying in Elementary Education with the K-12 Learning Disabilities Endorsement must pass the Elementary Education MTTC and the Learning Disabled MTTC. Students certifying in Secondary Education with the K-12 Learning Disabilities Endorsement must pass the Learning Disabled MTTC and the MTTC in the student’s minor area. In addition, the secondary student must pass the Elementary Education MTTC to meet the Highly Qualified definition for No Child Left Behind.

Notes for students certifying to teach: Due to the number of student teaching weeks required for those who are seeking initial elementary certification with the special education L.D. major, a student should not plan on taking an interim class just prior to spring student teaching. To successfully complete the required weeks, spring student teaching must begin in early January.

EDUC 120 Psychology for Teaching (2 Credits)
Course content features learning and motivation theories and recommended teaching and assessment strategies. Concepts and required course work are applied to primary, elementary, middle and secondary classroom situations. Fall and spring semesters.

EDUC 125 Foundations of U.S. Education (2 Credits)
This course addresses the development of schools as institutions from an historical, philosophical, political and sociological perspective. It traces the evolution of schools, educational systems and educational thought in the U.S. in relation to the major traditions of education and the larger movements of American life. Fall and spring semesters.

EDUC 223 Instructional Technology (0 Credits)
The uses of new media (including computers and video) in the school curriculum are combined in a laboratory approach with equipment operation and the production of materials. The course applies some of the knowledge available about perception, learning and communication theory to instructional technology applications in the classroom. Non-credit lab. Pre-professional block. Fall and spring semesters.

EDUC 226 Elementary/Middle School Social Studies Methods (2 Credits)
This course provides a theoretical, historical and philosophical examination for teaching social studies in the elementary school. Social studies methods are considered as well as evaluation, theories of learning, curricular development and contemporary classroom practices. Pre-professional block course. Prerequisite: Meet all Gate 1 requirements. Fall and spring semesters.

EDUC 227 Early Childhood/Elementary Music Education Methods (2 Credits)
This course is designed to give future classroom teachers the musical experience, skills and understanding necessary for teaching music at the primary level. Music fundamentals, accompanying instrument techniques and methodology are emphasized. Prerequisite: admission to class cohort. Fall and spring semesters.

EDUC 228 Elementary/Middle School Music Education Methods (2 Credits)
This course is designed to give future classroom teachers the musical experience, skills and understanding necessary for teaching music in the upper-grade levels. Music fundamentals, accompanying instrument techniques and methodology are emphasized. Prerequisite: admission to class cohort. Fall and spring semesters.

EDUC 235 Teaching Methods in the Arts (2 Credits)
This course explores strategies for integrating art, music and drama activities into K-8 classrooms. It offers practical experiences in the creation and teaching of arts activities while providing students with an understanding of the relationship of the arts to the core curriculum. Students will engage in learning experiences which support the use of the arts in the classroom. It is hoped that skills acquired in this class will lead to more creative approaches to teaching and learning. Prerequisites: admission to class cohort. Fall and spring semesters.

EDUC 249 Pre-Student Teaching Experience, Elementary School (150 clock hours) (2 Credits)
A practicum experience for prospective Elementary Education candidates. For five weeks, students who aspire to be teachers are assigned full-time to a certified teacher as an assistant in a public or parochial school. Emphasis is placed on direct application of theory in the classroom. The focus is on discrimination of effective teaching/learning practice. Taken as part of the pre-professional block. Prerequisite: Meet all Gate 1 requirements. Fall and spring semesters. Graded on S/U basis.

EDUC 250 Pre-Student Teaching Experience, Secondary School (150 clock hours) (2 Credits)
A practicum experience for prospective Secondary Education candidates. For five weeks, students who aspire to be teachers are assigned full-time to a certified teacher as an assistant in a public or parochial school. Emphasis is placed on direct application of theory in the classroom. The focus is on discrimination of effective teaching/learning practice. Taken as part of the pre-professional block. Prerequisite: Meet all Gate 1 requirements. Fall and spring semesters. Graded on S/U basis.

EDUC 252 The Comprehensive High School (2 Credits)
This course is an introduction to the unique characteristics of the comprehensive American high school. Early Adolescent/ Adolescent certification students will begin by examining the origins of the comprehensive high school, originally described in 1918 as “the people’s college.” The evolution of the high school to its contemporary format will be examined. Students will review seminal documents developed over the last century intended to reform the American high school and assess their relative impact. Taken as part of the pre-professional block. Prerequisite: Meet all Gate 1 requirements. Fall and spring semesters.

EDUC 254 Instructional Methodologies for Adolescents (2 Credits)
This course examines the theoretical, philosophical and historical origin of the field in which students will be gaining certification. Students will study current practices in their certification area, both methodological and curricular, to gain a more complete understanding of contemporary practice. Concepts common to all teaching areas including teaching methods, lesson planning, evaluation and learning theories, will be considered, along with methodologies more specific to selected teaching areas. Taken as part of the pre-professional block. Prerequisite: Meet all Gate 1 requirements. Fall and spring semesters.

EDUC 260 Foundational Mathematics Evaluation and Enhancement (4 Credits)
A mathematics education course that addresses the constructivistic mathematics concepts, skills and principles needed for all learners, including pre-K through 12th grade students. The course satisfies the mathematical level proficiency and second mathematics course requirements for Early Childhood and Middle Childhood educators at St. Norbert College. The topics in this course include mathematical concepts and connections, addressing personal math anxieties/phobias, developing number sense, recognizing patterns/sequences, analyzing data/probability, exploring measurement and evaluating geometric concepts. Additionally, the students will focus on the connectivity, scaffolding and sequencing of these five content areas through the processes of problem solving, reasoning and proof, communication, connections and representation. Prerequisites: Successful completion of Gate 1 in the St. Norbert College education program. Summer.

EDUC 271 Music & Movement for Pre-school (2 Credits)
This course is designed to investigate the child’s potential for self-expression and discovery. Music and rhythms will be studied as a way to stimulate the child’s natural tendency to use movement as an instrument of play and self-expression. Students will study chants and rhythms, dance and musical games, percussion instruments and movement and self-expression using classical and modern music. Prerequisite: admission to class cohort. Fall and/or spring semesters.

EDUC 272 A Multicultural Approach to Early Education Curricular Issues and Instructional Methods (2 Credits)
This course examines multicultural curricular issues in early childhood education. The course is designed to help pre-service teachers gain an understanding of multicultural issues that emerge in schooling and society. EDUC 272 is designed to teach skills on creating developmentally-appropriate teaching methods and materials that are sensitive and relevant to a multicultural student population. Prerequisites: Meet all Gate 2 requirements. Fall and spring semesters.

EDUC 274 The Role of Play in the Growth & Development of Young Children (2 Credits)
This course will investigate the importance of play in the young child’s social, cultural, psychological and physical development. Prerequisite: Meet all Gate 2 requirements. Fall and spring semesters.

Career opportunities: The Bachelor of Science in Art education is an undergraduate degree program for students seeking to teach art in K-12 settings. The degree culminates in a Pennsylvania Department of Education Level I certificate. Students in art education have gone on to teach in public schools, private schools, museums, and community settings.

Admissions: Students enter into the program through the Office of Undergraduate Admissions. That office distributes admissions materials. The application process includes the submission of an Art Education Portfolio to the Department of Art Education & Crafts and a KU Application to the Office of Undergraduate Admissions. See B.S. admissions section for details.

Program of Study: The undergraduate program has a specific sequence of courses found on the Art Education Check Sheet that include the study of Studio Art, Visual Studies, Art Education methods, Clinical Field Experiences, and General Education. Art Education students begin their first year taking the same studio Foundations program as other visual arts majors. Students are required obtain a wide range of studio skills and to concentrate on a single studio area. The Visual Studies offerings provide students with opportunities to understand art, design, and visual culture from historical, critical, and philosophical positions. Student will be introduced to schools through classroom observations, arts days, and field and clinical experiences. The Art Education Program Check sheet provides information regarding the organization of the entire program.

Once accepted, student may choose to Double Major in Crafts or Double Major in Fine Arts, a program of study that normally takes 5 years and leads to both the B.S. in Art Education and a B.F.A. in Fine Arts or a B.F.A. in Crafts.

Requirements for the Early Childhood Education Program
All students must complete 12 credits each in English, science and mathematics courses. In addition, 9 credits of social sciences are required of all education students. Prerequisite courses for the education program include:

Foundations for Effective Teaching
Child Development or Human Development
Processes and Acquisition of Reading
Children and Youth with Exceptionalities

After successfully completing the prerequisite courses and achieving the minimum passing score on Maryland’s Praxis I assessment, students move into:

Phase I
of the program. Phase I includes coursework in reading instruction, science and social science curriculum and early childhood education methods. Students must also participate in field placement one half day each week at a designated school.

Upon completion of Phase I (including the field placement), a cumulative G.P.A. of 2.75 overall and in education courses, and a score of “Emergent” or higher on the entry portfolio, students move on to:

Phase II
in the program. Phase II is the first semester of the yearlong internship experience. Students will complete full-time coursework and field experiences at a designated school. Students will also begin work on their exit portfolio and take the four required Praxis II tests.

Phase III
requires successful completion of all components of Phase II and an overall G.P.A. of 2.75 in all coursework. During Phase III, students will work full-time in a teaching internship, complete seminars in education and professional development, and submit their completed exit portfolio. Phase III enables students to see how to set up a classroom and learn what they will do as first-year teachers. You will have excellent preparation and will see the full range of work activities and responsibilities for teachers.

Hood works closely with the Professional Development Schools (PDS) where our students are placed for field experiences. While at a PDS, you are treated as a professional and participate in all the experiences available to teachers, such as staff development sessions, parent conferences, meetings about Individual Educational Programs (IEP), and related issues.

Alumnae and Alumni Success Stories
Hood graduates in early childhood education are in demand because of our well-established reputation for preparing outstanding educators. Recent graduates teach in classrooms from Maine to California. Hood alumnae and alumni have advanced professionally and are employed as master teachers, counselors, reading and curriculum specialists, principals and school superintendents.

Program Requirements
Prerequisites

EDUC 204 Foundations for Effective Teaching
EDUC 223 Child Development (Art Majors Only)
PSY 101 Introduction to Psychology
Successful completion of prerequisite course; pass Praxis 1, successful field experience.

Phase I
EDUC 308 Psychology Foundations of Education
EDUC 409 Secondary Reading in the Content Area: Part I
EDUC 413 Analysis of Teaching and Learning
Major Content Courses
Core Courses
2.75 GPA overall and in EDUC and secondary concentration courses; satisfactory completion of Phase I ED courses; emergent or higher on Entry Folio; satisfactory Mentor Teacher Rating; Recommendation from secondary subject matter department; Recommendation from Education Council.

Phase II
EDUC 411 Education Methods in Student’s Teaching Field
EDUC 469 Inclusion and Instruction
Major Content Courses
Core Courses
2.75 GPA overall and in EDUC courses; satisfactory completion of Phase II ED courses; satisfactory Mentor Teacher Rating.

Phase III
EDUC 412 Secondary Reading in the Content Area: Part II
EDUC 419 Teaching Internship
Satisfactory completion of ED courses: Emergent or higher on Exit Folio, pass Praxis II; satisfactory Mentor Teacher Rating.

The early childhood education major provides a course of study leading to certification to teach children from birth through third grade. This major requires that students complete 83 hours of credit. As an option, students may complete an additional three credit course for Early Childhood special education approval. Students completing this major are eligible for a bachelor of science degree.

Early Childhood Education Major Requirements:
EDU 101 Introduction to Educational Practice (3 cr)
EDU 202 Cultural Conflicts in the Classroom (3 cr)
EDU 280 Exceptional Child (3 cr)
EDU 300 Early Childhood Education Methods and Curriculum (3 cr )
EDU 305 Issues and Trends in Early Childhood Education (3 cr)
EDU 310 Child, Family, and Community Relationships (3 cr)
EDU 311 Elementary Art and Music Methods (3 cr)
EDU 312 Teaching of Reading (3 cr)
EDU 330 Behavior Management (3 cr)
EDU 351 Teaching Language Arts in Elementary and Middle School (3 cr)
EDU 352 Teaching Social Studies in Elementary and Middle School (3 cr)
EDU 355 Teaching Mathematics in Elementary and Middle School (3 cr)
EDU 356 Teaching Science in Elementary and Middle School (3 cr)
EDU 400 Early Experience (1 cr)
EDU 401 Clinical Practice Elementary (4 cr)
EDU 403 Seminar in Early Childhood Education (1 cr)
EDU 405 Primary (1-3) Student Teaching (7 cr)
EDU 407 Pre-Primary Student Teaching (7 cr)
EDU 417 Language Development (3 cr)
EDU 418 Assessment of Exceptional Children (3 cr)
ENG 350 Children’s Literature (3 cr)
GEO 101 World Regional Geography (3 cr)
HST 201 American History (3 cr)
MTH 141 Mathematics of the Early Grades (3 cr)
POL 210 American Government (3 cr)
PSY 205 Child Development (3 cr)

The program in business and marketing education is open to students who major in management with a concentration in marketing management.

In addition to the requirements in their major and the courses in the business and marketing education program listed below, students must fulfill the following requirement (which may be satisfied by the requirements of the Utica College core curriculum):
one year of college-level work in a language other than English
at least 6 credits in each of the following fields: English, mathematics, science, and history
one course in the fine arts Credit Hours Year Taken
Education 111 Introduction to Teaching 1 1
Education 201 Applied Educational Psychology 3 2,3
Education 215 Diversity, Disabilities, and Success 3 2,3
Education 301 Foundations of Literacy 3 2
Education 312 Practical Teaching Methodologies 3 3
Education 321 Foundations of American Education 3 3,4
Education 338 Business and Marketing Education Methods 3 3,4
Psychology 321 Infancy and Childhood 3 2,3
Psychology 322 Adolescent Psychology 3 2,3
Education 471 Student Teaching Seminar 0 4
Education 475 Student Teaching I 6 4
Education 476 Student Teaching II 6 4
or
Education 477 Mentored Internship I 6 4
Education 478 Mentored Internship II 6 4

NOTE: Students completing majors in business and management must complete at least 60 credit hours in the liberal arts. Education courses are not liberal arts courses. Students should consult as early as possible with their adviser or with the director of teacher education to be sure that they fulfill this requirement.