Degrees for Education

EDU 200. Introduction to the Education Profession
3 hours

This survey course introduces the student to the theories/theorists, current issues in the education profession, and pedagogy fundamental to the education profession. Students will become knowledgeable about Dewey, Toffler, Banks, Bayles, Kohlberg, Bronfenbrenner, and Gardner. Issues include the role of technology, meeting the needs of special education students, bilingual education, multi-cultural education, and school safety. Pedagogical strategies include instructional methodology, effective teaching practices, planning, implementation, and assessment. This course is also designed to screen applicants for admission to the
education program. Students must take and receive passing scores on the PPST, the state required standardized teaching tests. Standardized tests are approximately $135.00.
EDU 299. Teacher Education Seminar
non credit

The Education Program offers four (4) seminars each semester. These seminars address current issues, timely concerns, and employment procedures often not addressed in depth elsewhere. All teacher candidates are required to attend all seminars. Seminar Fee: $30.00 per semester.
EDU 300. Educational Psychology
3 hours

This course surveys the physical, emotional, social, moral, and mental development of children from infancy to adolescence. Psychological factors that focus on and influence instruction, learning, management, assessment and motivation are examined. Field experience required.
Prerequisites: PSY 100 or EDU 200
Cross Listed with PSY 300
EDU 311. Foundations of Education
3 hours

This course provides an overview of the historical basis of the present educational system as well as its social impact and future implications. Cultural, ethnic, and minority expectations of school; the legal rights and responsibilities of students and teachers; and philosophies and theories of education are highlighted. Field experience required.
Prerequisite: EDU 200
EDU 313. Child Development
3 hours

This course examines major theories and findings concerning human development from birth through the elementary years and the implications of these for the professional educator. Topics include physical development, intelligence, perception, language, socio-emotional development, gender role development, moral development, and developmental issues relating to education. Field experience required.
Prerequisites: EDU 200 and 300EDU 314. Adolescent Development
3 hours

This course examines the characteristics of growth in adolescents including physical, psychological, social, cognitive, emotional, and moral development with particular reference to relevance for the professional educator. Contemporary issues include drug and alcohol abuse, sexuality, and delinquent behavior. Field experience required.
Prerequisites: EDU 200, and 300
EDU 325. Technology in Education
3 hours

This course is designed to introduce the teacher candidate to the computerized classroom environment. Emphasis is given to the concept of a holistic, integral classroom system. The course includes laboratory experiences with various related applications software. The goal of these experiences is to develop the theory and hands-on computer applications skills necessary to function in the classroom. Field experience required.
EDU 341. Reading Strategies in the Secondary School
3 hours

This course develops understanding of and skill in solving reading problems encountered by secondary school students in subject matter materials. Field experience required.
Prerequisites: EDU 200, 300, 311, and 342
EDU 342. Curriculum Development
3 hours

This comprehensive course includes an historical, sociological, philosophical, and psychological analysis of school curriculum, as well as an examination of theories, trends, and methods of curriculum construction. The course prepares the teacher candidate to work with individual students and groups through the study of the teaching/learning process, evaluation of learning needs, lesson planning for both individuals and groups, and choice and use of instructional media. Field experience required.
Prerequisites: EDU 200, 300, and 311
EDU 370. Measurement and Evaluation in Education
3 hours

This course highlights the fundamental principles of measuring the cognitive, affective, and psychomotor components of classroom
learning. Teacher candidates are actively involved in constructing behavioral objectives, test items, and evaluation instruments. Field experience required.
Prerequisites: EDU 200, 300, 311, and 342
EDU 391. Human Diversity in Education
3 hours

An integrative interactive approach to address the preparation of teachers for the wide diversity of students they are certain to meet in their classrooms, schools, and communities. This course is an examination of the relationship of cultural values to the information of the child’s self-concept and learning. The lessons will examine the role of prejudice, stereotyping, and cultural incompatibilities in education. Emphasis is placed on preparing future teachers to offer an equal opportunity to children of all cultural groups.
Field experience is required.
Prerequisite: EDU 200
EDU 400. Children’s Literature
3 hours

This course is a survey of diverse traditional and contemporary literature from kindergarten through junior high school. Emphasis is placed on types of literature, methods for use, authors, and illustrators. Teacher candidates are required to develop and implement multi-media presentations. Field experience required.
Cross-listed: ENG 400
EDU 421. General Methods of Teaching in Jr. High/
Middle Schools
1 hour

This course examines the teaching process, instructional materials, evaluation procedures, curriculum development, and organization of Jr. High/Middle schools. Techniques to promote individualized and inter-disciplinary learning will be discussed. Field experience required.
Prerequisites: EDU 200, 300, 311, and 342
EDU 422. Reading Problems in Jr. High/Middle Schools
3 hours

This course focuses on reading problems encountered by Jr. High/Middle school students. This course must be taken concurrently with EDU 421. Field experience required.
Prerequisites: EDU 200, 300, 311, and 342EDU 423. Methods of Teaching Language Arts and
Communications in Jr. High/ Middle Schools
2 hours

Pedagogical processes appropriate to teaching Jr. High/Middle school English, and Journalism are studied. This course must be taken concurrently with EDU 424 and 425. Field experience required.
Prerequisites: EDU 200, 300, 311, and 342
EDU 424. Methods of Teaching Social Studies in Jr.
High/ Middle Schools
2 hours

Pedagogical processes appropriate to teaching of Jr. High/Middle School Social Studies are studied. This course must be taken concurrently with EDU 423 and 425. Field experiences required.
Prerequisites: EDU 200, 300, 311, and 342
EDU 425. Methods of Teaching Science in Jr. High/
Middle Schools
2 hours

Pedagogical processes appropriate to teaching science in Jr. High/Middle School are studied. This course must be taken concurrently with EDU 423 and 424. Field experience required.
Prerequisites: EDU 200, 300, 311, and 342
EDU 426. Theories and Practices in Middle Schools
3 hours

This course examines the theoretical, historical, psychological, and sociological foundations of the middle school concept. Teacher candidates discover current practices by researching literature, conducting interviews, and engaging in school observations. Teacher candidates are challenged to conduct original research to determine “best practices” for an ideal middle school. Field experience required.
Prerequisites: EDU 200, 300, 311, and 342EDU 427. Middle School Practicum
3 hours

This course challenges and engages teacher candidates to practice the theories considered in EDU 426 by engaging them in multiple field experiences in middle schools where they will observe and actively participate in the educational process with middle school students, teachers, administrators, and other middle school professionals. Some
practice teaching is required. Teacher candidates must have taken or be currently enrolled in EDU 426.
Prerequisites: EDU 200, 300, 311, and 342
EDU 430. Educating Exceptional Students
3 hours

This course surveys characteristics, capabilities, and expectations of students with special needs, students who are developmentally delayed or at-risk for learning problems, and gifted students. The teacher’s role in assisting students who face attention, behavioral, educational, mental, physical, and social challenges (and other relevant and practical issues) unique to educating exceptional students are examined. Field experience required.
Prerequisites: EDU 200, 300, 311, 342, and 370
EDU 435. Substance Abuse in Educational Settings
3 hours

This course focuses on the drug and alcohol problems of students. It explores ways to communicate with students about at risk situations, consequences of substance abuse, and preventive strategies. Field experience required.
Prerequisite: PSY 100 or EDU 300EDU 436. Management Strategies for the Classroom 3 hours

This course provides an opportunity for the teacher candidate to gain the knowledge, disposition, and performance skills for effective classroom and instructional organization; the selection, arrangement, and utilization of classroom materials, the implementation of rules and procedures for the management and assessment of student work; the maintenance of appropriate student behaviors; and communication strategies for effective classroom management.
Field experience required.
Prerequisites: EDU 200, 300, 311, 342, 430
EDU 471. General Methods of Teaching in Secondary Schools
1 hour

This course covers the teaching process at the secondary level and explores instructional materials, evaluation procedures, curriculum development, and organization of secondary schools. Individualized and inter-disciplinary learning will be examined. This course must be taken concurrently with appropriate specific major methods course. Field experience required.
Prerequisites: EDU 200, 300, 311, and 342
EDU 472. Methods of Teaching English in Secondary Schools
1 hour

Pedagogical processes appropriate for teachers of secondary English are discussed. This course must be taken concurrently with EDU 471. Field experience required.
Prerequisites: EDU 200, 300, 311, and 342
EDU 473. Methods of Teaching Social Studies in
Secondary Schools
2 hours

Pedagogical processes appropriate for teachers of secondary social studies are discussed. This course must be taken concurrently with EDU 471. Field experience required.
Prerequisites: EDU 200, 300, 311, and 342
EDU 474. Methods of Teaching Business Education in
Secondary Schools
2 hours

Pedagogical processes appropriate for teachers of secondary business education are discussed. This course must be taken concurrently with EDU 471. Field experience required.
Prerequisites: EDU 200, 300, 311, and 342
EDU 475. Methods of Teaching Science in Secondary Schools
2 hours

Pedagogical processes appropriate for teachers of secondary science are discussed. This course must be taken concurrently with EDU 471. Field experience required.
Prerequisites: EDU 200, 300, 311, and 342
EDU 476. Methods of Teaching Visual Arts in Secondary Schools
2 hours

Instructional processes appropriate for teachers of the visual arts at the secondary level is discussed. This course must be taken concurrently with EDU 471. Field experience required.
Prerequisites: EDU 200, 300, 311, and 342
EDU 477. Methods of Teaching Journalism
2 hours

Instructional processes appropriate for teachers of Journalism at the secondary level are discussed. This course must be taken concurrently with EDU 471. Field experience required.
Prerequisites: EDU 200, 300, 311, and 342
EDU 481. Developmental Reading and Instruction
3 hours

This course develops and examines theories of reading instruction and their implications for application in the classroom. Topics include the process of reading instruction, emergent literacy, word identification, comprehension, and developing reading skills. Field experience required.
Prerequisites: EDU 200, 300, 311, and 342
EDU 483. Social Studies and Language Arts in the
Elementary School
3 hours

This course explores methods and strategies in teaching social studies and language arts in the elementary school. Classroom management, instructional materials, curricula, and measurement and evaluation of outcomes are included. Field experience required.
Prerequisites: EDU 200, 300, 311, and 342
EDU 484. Corrective Reading
3 hours

This course focuses on the diagnosis and remediation of reading problems in elementary school children. Teacher candidates will develop and administer an IRI reading test, and plan a remedial program based on the results. Classes will address causes of reading problems and techniques to remediate them. Field experience required.
Prerequisites: EDU 200, 300, 311, 342, and 481
EDU 485. Mathematics and Science in the Elementary School
3 hours

This course explores techniques and strategies for teaching arithmetic and science and a study of the mathematics and science curricula of elementary schools. Classroom management, instructional materials, and measurement and evaluation of educational processes are discussed. Field experience required.
Prerequisites: EDU 200, 300, 311, and 342
EDU 486. Integrated Arts and Movement
4 hours

This course incorporates an integrated approach to music, art, and movement (dance, P.E.). Teacher candidates will learn aspects of the pedagogy, principles, and performance of each discipline. Methods and teaching strategies will be incorporated into each lesson, providing the candidate with hands-on experiences and materials for both teaching and assessment. Field experience required.
Prerequisites: EDU 200, 300, 311, and 342
EDU 494. Student Teaching: Elementary
12 hours

This is the culminating twelve-week practicum required of all teacher candidates who will apply for an elementary license. The teacher candidate must plan and teach appropriate classes in an accredited elementary school under the supervision of a licensed cooperating teacher and a college supervisor. All required coursework must be completed prior to student teaching.
Prerequisites: EDU 200, 299, 300, 311, 313, 325, 342, 370, 400, 430,
481, 483, 484, 485, and 486
Laboratory Fee: See current fee schedule.
EDU 495. Student Teaching: Secondary
12 hours

This is the culminating twelve-week practicum required of all teacher candidates who will apply for a secondary license. The teacher candidate must plan and teach appropriate classes in an accredited secondary school under the supervision of a licensed cooperating teacher and a college supervisor. All required coursework must be completed prior to student teaching.
Prerequisites: EDU 200, 299, 300, 311, 314, 325, 341, 342, 370, 430, and 471; also 472, 473, 474, 475, 476, or 477
Laboratory Fee: See current fee schedule.
EDU 496. Topics in Education
1-3 hours

These courses will examine topics of special interest in the education field, including topics in student characteristics, curriculum, pedagogy, assessment, multiculturalism, technology in the classroom, and social justice issues. Topics courses (but not specific topics) may be repeated for a total of 6 hours.
Prerequisites: EDU 210, 300, and 311
EDU 497. Research in Education
3 hours

By participating in semester-long research, teacher candidates earn credit for their degree. Training in research methodology provides students with the opportunity to pursue education from an empirical point of view. Students will design, implement, and construct a formal report on a research topic. This course requires senior status, a cumulative 3.25 index in the major, and the approval of the Program Director.
Prerequisites: EDU 200, 300, 311, and 342
EDU 499. Senior Seminar in Education
3 hours

This capstone course is designed to assist teacher candidates in the integration and critical examination of the various concepts, theories, and methods of inquiry presented both in general education and the major. Learning outcomes for both the general education program and the major are reviewed. Course assignments assist students in assessing the degree for which learning outcomes have been mastered. Senior standing is required.

The emphasis of the professional technical education program is to prepare certified teachers in technical fields to work at high schools and post secondary institutions such as trade academies, career and technical centers, and industrial training centers.

This online program integrates professional education and technical field experiences that prepare students for mastery in the following competencies:
Professionalism
Instructional planning and implementation
Classroom management
Assessment
Technical-vocational skill
Teaching skill

View the New Mexico Public Education Department’s regulations for the above listed competencies.

Technical educators must be certified in a technical field prior to enrolling in this program.

All instructors have a wealth of public school experience that blends theory and practice in providing positive student learning experiences.

All advisors are full-time faculty in their area of expertise. They check student progress using multiple methods to assess student work.

Methods courses focus on the individual and developmental needs of children and adults while integrating issues of exceptional students and students with disabilities.

The program incorporates use of technology in classroom instruction.

View the Bachelor of Occupational Education in Professional Technical Education degree plan.
Degrees Offered: Bachelor of Occupational Education
Available as a major only
New Mexico Licensure: 7–12

The Five Year Bachelors + Masters Degree Program in Secondary Education

Be part of an innovative new program
Mercyhurst students who wish to prepare for a career in secondary education can now earn both a Bachelors degree in a “subject area” as well as a Masters of Science degree in Secondary Education in a total of five years!

Students complete their undergraduate degree in biology, chemistry, earth science, math, English or social studies, and then enroll directly in the graduate Secondary Education program. At the end of the graduate program, the student earns a Masters of Science degree and meets the requirements for secondary teacher certification in the Commonwealth of Pennsylvania.

Get the skills you need for success
The urban-based graduate program focuses on the theory, research and practice of teaching - as both an art and a science. Courses include critical teaching strategies classroom management, assessment and instructional planning, and subject area teaching methods. All students complete both student teaching and a directed urban field experience.

Save valuable time and money
The Five Year Bachelors & Masters Degree Program in Secondary Education saves the student both time and money. Since the master’s degree in only one year instead of the usual two years, students save an entire year’s worth a tuition costs and can enter the job market a year sooner! Plus, students are charged the special Mercyhurst Alumni tuition rate for their fifth year - 20% less than the regular graduate tuition at Mercyhurst.

How it works
You will meet with an advisor from the Education Department during your junior year, and will typically make a formal application to the graduate program early in the fall of your senior year. You will complete selected education classes as electives during your senior year and complete the PRAXIS teaching exams. You will then enroll in graduate courses starting in the summer following your senior year.

You may, of course, change your plans at any time during your undergraduate program. There is no obligation to pursue the graduate degree or teacher certification.

Elementary education is offered at NMHU as an academic major field. Elementary education majors study such topics as cognitive, physical, emotional, and social development; human relations, instructional planning and implementation, classroom management, assessment and evaluation, and they receive training in skills and competencies for elementary subject matter in mathematics, reading and languages arts, social studies, science, and other foundational fields. The program complies with the instructional competencies established by the New Mexico Public Education Department for entry-level elementary teachers. Before registering for the required major courses, students must complete the requirements for entrance to the Teacher Preparation Program, which include GnEd 201, taken in conjunction with GnEd 251, and SpEd 214. Students must have passed the Basic Skills component of the NMTA to be approved for student teaching.

Primary school years are crucial in a child’s education and social development. As a result, primary teaching provides a demanding but ultimately rewarding career. The Professional Graduate Diploma in Education (Primary) is designed to equip graduates of almost any discipline with the professional training required to teach children in the age range three to twelve.

The process of teacher education is carried out in partnership with schools and the course includes substantial periods of placement in pre-school centres and primary schools. During placements, there will be tasks focusing on additional support for learning within inclusive education.

Teachers must be able to plan, implement and evaluate learning programmes across the entire primary curriculum. University-based study focuses on curriculum content and methods of teaching and learning, alongside the theoretical and practical aspects of professional studies in education, psychology and educational technology.

Care has been taken to ensure that the programme pays due attention to all issues and developments currently influencing Primary Education in Scotland. The programme takes account of the views of the General Teaching Council for Scotland and is based on guidelines produced by the Scottish Government Education Department.

In addition, student attainment is progressed against a set of benchmark statements incorporated in the Standard for Initial Teacher Education. Within these contexts, the programme develops a range of knowledge and understanding, skills and abilities, values and commitments which are fundamental to the professional role of the primary teacher.

These include: planning of content; learning processes and resources; organisation and management of children’s work spaces, grouping and time; strategies for behaviour management; assessment of children’s learning; evaluation of learning and teaching; identification of children’s needs; communication with children, parents and colleagues; and enquiry and research skills.
Course Contents

The programme is structured on a full-time modular basis around the following key areas: School Experience; School and Professional Studies; and the Primary Curriculum. The programme as a whole has a strong practical bias, with just over 50% of students’ time being spent on school placements. This is organised in two blocks of 8 and 10 weeks duration (total 18 weeks) in the following order: pre-school and early stages; middle; and upper primary. Work in University is closely related to school experience and includes the following:
School & Professional Studies
The Primary Curriculum (including Expressive Arts; Languages and Literacy; Health and Wellbeing; Mathematics and Numeracy; Religious and Moral Education; Sciences; Social Studies; Technologies)

A number of cross-curricular issues is also covered including Equality and Diversity, Enterprise Education, International Education and Inclusive Education. The programme concludes with a one-week induction to the probationary period.
* Education (Primary) – Hamilton

In addition to delivery at Ayr Campus, the Professional Graduate Diploma in Education (PGDE) Primary may also be delivered at Hamilton Campus in session 2009-10. However, this will be dependent upon application levels and University resources. Applicants interested in studying at Hamilton Campus are advised to contact Education Admissions tel +44 (0)1292 886206
Professional Recognition

Successful students receive the formal teaching qualification necessary for provisional registration with the General Teaching Council for Scotland, a requirement for taking up a primary teaching career in Scotland.

The emphasis of the elementary education program is to prepare teachers to facilitate learning for students in kindergarten through eighth grade.

This integrated curriculum program provides extensive field experiences at professional development sites in Portales and Roswell that guide pre-service students toward mastery of the following competencies:
Professionalism
Instructional planning and implementation
Classroom management
Assessment
Technology
Diversity
Inclusion
Development of the student
Knowledge of content including reading, language arts, science, social studies and the arts
Communication

View the New Mexico Public Education Department’s regulations for the above listed competencies.

All instructors have a wealth of public school experience that blends theory and practice in providing positive student learning experiences.

All advisors are full-time faculty in their area of expertise. They check student progress using multiple methods to assess student work.

Methods courses focus on the individual and developmental needs of children and integrate issues for diversity and students with disabilities.

The program incorporates use of technology in classroom instruction.

Elementary educators must choose at least one minor from the following programs:
Bilingual Education
TESOL
Family and Consumer Sciences
General Science
Language Arts
Math
Music
Performing Arts
Physical Education
Reading
Social Studies
Visual Arts

The emphasis of the professional technical education program is to prepare certified teachers in technical fields to work at high schools and post secondary institutions such as trade academies, career and technical centers, and industrial training centers.

This online program integrates professional education and technical field experiences that prepare students for mastery in the following competencies:
Professionalism
Instructional planning and implementation
Classroom management
Assessment
Technical-vocational skill
Teaching skill

View the New Mexico Public Education Department’s regulations for the above listed competencies.

Technical educators must be certified in a technical field prior to enrolling in this program.

All instructors have a wealth of public school experience that blends theory and practice in providing positive student learning experiences.

All advisors are full-time faculty in their area of expertise. They check student progress using multiple methods to assess student work.

Methods courses focus on the individual and developmental needs of children and adults while integrating issues of exceptional students and students with disabilities.

The program incorporates use of technology in classroom instruction.