Degrees for Education

Overview
Why do children fail? Should Higher Education be free? How can schools provide equal opportunities? Should we have special schools? How can schools tackle bullies?

These are just some of the fascinating topics covered in this course.

You will be encouraged to take part in practical investigations, group work and projects, as well as visiting various teaching and learning institutions. If you are considering a future career in school teaching, your tutors will offer advice and give you the opportunity to undertake work experience and mentoring.

If you are looking for employment in other sectors, the flexible structure of the course and the opportunity provided by the dissertation will allow you to direct your study pattern.

General Information
The Child Development program will prepare you to teach or work with children from birth to age eight (8). Your courses will have an emphasis on understanding the development of the young child, the best approaches to educating that child, and the importance of family and community in the entire developmental process.

Specific Information

The Associate of Arts in child development is designed for you if your goal is to be a teacher assistant in a child care center. You will take a minimum of 64 credits in a predetermined program, and be required to maintain a grade point average GPA of 2.7 or higher.

At the conclusion of the program, you will gain work experience in a child care setting. Depending on your background, you can earn 5-10 credit hours for this field experience. All credits automatically transfer into the bachelor’s program in child development.

The Bachelor of Arts with a major in child development will prepare you to work with children birth through age 5. This program has a specific set of required courses. It is designed for you if your goal is to be an administrator or teacher in a daycare or an early childhood center.

At the conclusion of the program, you will gain work experience in a preschool program. Depending on your background, you can earn 5-10 credit hours for this field experience. Students are required to complete all major courses with a 2.7 GPA or higher.

The early childhood education minor (ZA endorsement) will prepare you to work with children birth through age 8 and grades K-5. This program has a specific set of required courses. Concurrently, you will be taking the teacher certification courses. Please see Teacher Certification section of the catalog.

You may elect the early childhood education minor, but must apply separately for the teacher certification program. This process will be explained in EDU 203: The Teaching Profession. Students are required to complete all major courses with a 2.7 GPA or higher. A minimum 2.7 GPA is required to remain in the Teacher Certification program. If you are unable to qualify for certification, you may elect the child development major or seek a new major.

Career Information
Bachelor of Arts, Early Childhood Education Minor
After completion of the early childhood education minor in conjunction with teacher certification, you qualify for teaching certification and an endorsement in early childhood education (ZA). Graduates are also required to pass the Michigan Test for Teacher Certification exams. This provisional certification identifies you as a specialist in the field and makes you a marketable applicant when seeking a teaching position.

Bachelor of Arts, Child Development
There is a demand for qualified professionals to work in programs specifically designed for young children. This degree will enable you to serve as a director, program coordinator, or teacher in an early childhood setting.

Associate of Arts, Child Development
Knowledgeable child care providers are needed for child care centers and family day care homes. The Michigan licensing code requires a minimum of 12 credit hours in child development.

Special Elements of the Program
Academic Performance
A grade point average no lower than 2.7 is required to remain in the Early Childhood Education Bachelor of Arts program.

A grade point average no lower than 2.7 is required to remain in the Bachelor of
Arts or Associate of Arts program in Child Development.

The Child Development program will prepare you to teach or work with children from birth to age eight (8). Your courses will have an emphasis on understanding the development of the young child, the best approaches to educating that child, and the importance of family and community in the entire developmental process.

Specific Information

The Associate of Arts in child development is designed for you if your goal is to be a teacher assistant in a child care center. You will take a minimum of 64 credits in a predetermined program, and be required to maintain a grade point average GPA of 2.7 or higher.

At the conclusion of the program, you will gain work experience in a child care setting. Depending on your background, you can earn 5-10 credit hours for this field experience. All credits automatically transfer into the bachelor’s program in child development.

The Bachelor of Arts with a major in child development will prepare you to work with children birth through age 5. This program has a specific set of required courses. It is designed for you if your goal is to be an administrator or teacher in a daycare or an early childhood center.

At the conclusion of the program, you will gain work experience in a preschool program. Depending on your background, you can earn 5-10 credit hours for this field experience. Students are required to complete all major courses with a 2.7 GPA or higher.

The early childhood education minor (ZA endorsement) will prepare you to work with children birth through age 8 and grades K-5. This program has a specific set of required courses. Concurrently, you will be taking the teacher certification courses. Please see Teacher Certification section of the catalog.

You may elect the early childhood education minor, but must apply separately for the teacher certification program. This process will be explained in EDU 203: The Teaching Profession. Students are required to complete all major courses with a 2.7 GPA or higher. A minimum 2.7 GPA is required to remain in the Teacher Certification program. If you are unable to qualify for certification, you may elect the child development major or seek a new major.

Career Information
Bachelor of Arts, Early Childhood Education Minor
After completion of the early childhood education minor in conjunction with teacher certification, you qualify for teaching certification and an endorsement in early childhood education (ZA). Graduates are also required to pass the Michigan Test for Teacher Certification exams. This provisional certification identifies you as a specialist in the field and makes you a marketable applicant when seeking a teaching position.

Bachelor of Arts, Child Development
There is a demand for qualified professionals to work in programs specifically designed for young children. This degree will enable you to serve as a director, program coordinator, or teacher in an early childhood setting.

Associate of Arts, Child Development
Knowledgeable child care providers are needed for child care centers and family day care homes. The Michigan licensing code requires a minimum of 12 credit hours in child development.

Special Elements of the Program
Academic Performance
A grade point average no lower than 2.7 is required to remain in the Early Childhood Education Bachelor of Arts program.

A grade point average no lower than 2.7 is required to remain in the Bachelor of
Arts or Associate of Arts program in Child Development.

Career Description

Our race is aimed at training professionals who seek to promote a harmonious development of all areas of pre-school through the various stages of their education. The curriculum provides the teacher resources and improving the skills and abilities necessary to effectively contribute to the proper adjustment of school children in a crucial period of his life.

From that premise, we seek to train professional, critical, creative, sensitive and dynamic. Our curriculum structure is designed to develop skills and competencies that enable students to use innovative and effective contribution to improving the educational process involving, with an updated view of the paradigms and principles of the Pre-Basic Education.

Since the first year, students have the possibility of guided work experience in the different stages of early childhood education. As they apply the acquired knowledge, experiencing the reality of our preschool country, using their capacity for reflection, critical thinking skills and interactive features of our professionals.

Professional Profile

Future Teachers of Kindergarten to mention expression artists use the visual arts, music and theater as methodological strategies to optimize teaching and learning processes. Furthermore, we have the tools necessary to implement, innovate and consolidate their efforts in all curricular subjects, so harmonious in education overall.

As a result of the comprehensive training received by future educators will be able to function appropriately in different contexts of our reality, with a solid background value, in which the spirit of responsibility and service are the pillars of its educational work determinants, facing The challenge from an educational perspective that promotes the acceptance of special needs education and school integration.

Occupational field

The Kindergarten Teachers’ Thesis, University Artistic Expression Pedro de Valdivia will find its scope in nurseries, kindergartens and municipal institutions of basic education, subsidized and private.

Also be trained for the development of educational materials and targeted the area of preschool education, both in personal projects such as publishing firms and communication. The degree of Bachelor of Education will enable them to continue postgraduate studies, research work and participate in educational projects.

Viterbo’s nursing program has a 100-year tradition of excellence, and today our CCNE accredited BSN Completion program is designed specifically for registered nurses who want to earn their bachelor’s degree quickly, conveniently or at an off-campus location. Classes meet just one day a week in 7-week blocks. In addition to classes offered every fall in La Crosse and Madison, Wisconsin, and Rochester, Minnesota*, Viterbo offers the BSN Completion program at several locations** throughout the state of Wisconsin.

Our flexible transfer, credit for prior learning and work experience policies help you earn your degree in 2 years or less, and our experienced faculty will keep you up-to-date on modern health care practices. For a detailed description of course requirements, visit Viterbo University’s online catalog.

To be successful, it is strongly recommended that students enter into the BSNC program with a working knowledge of Microsoft Word and Power Point.

This program of study is designed for the candidate who holds certification in Special Education and is seeking to enhance and improve upon their professional practice.

This program of study requires a core of M.Ed. course requirements (6 credits), and a core of Major course requirements (9 credits), five Major course electives (15 credits), and two Program electives (6 credits). This program can be combined with the Supervisory certification, the Applied Behavior Analyst certification, or an individually devised program designed with assistance from an academic adviser. The individually designed program takes into account the work experience and professional goals of the candidate to tailor the course work to the needs of the student.

If you enjoy working with children and teens; if you enjoy working as a team member; and if you enjoy working in the dynamic, challenging, and creative setting of schools, then the work of a special education teacher assistant may be for you! The days are filled with challenges, the joys of learning, and assisting others in achieving their individual goals.

Special Education Teacher Assistants (SETA) are important members of the educational team, supporting students with special needs from kindergarten through Grade 12 in schools in B.C. Under the directioin of professional staff, teacher assistants provide personal care, behavioural and learning support. Teacher assistants also facilitate inclusion, communication, and social interaction. The work of teacher assistants is increasingly complex and requires flexibility and the ability to think on one’s feet. Above all, it is extremely rewarding.

There is a high demand for teacher assistants and SETA graduates are employed by all of the school districts in the Lower Mainland. Teacher assistants work in both elementary and secondary schools in a variety of settings, including regular classrooms, resource rooms, work experience sites, and in life-skills activities. Teacher assistants often start on-call in the school districts and then apply to both full and part-time positions. For those looking to continue their careers, graduates from the SETA program are able to transfer their credits into Child and Youth Care degree programs.

For admission to the course, candidates would normally be a member of academic staff and they will be required to indicate their intention to develop skills in research practice in order to become better placed to teach and to supervise projects at undergraduate / postgraduate / PhD level.

Candidates would normally possess an honours degree of a lower second classification or above. Applications will also be encouraged from candidates with other qualifications and work experience. If they do not possess an honours degree of a lower second classification or above we will make an assessment of their prior experiential learning. This assessment will take into account their ability to demonstrate that they possess the appropriate knowledge and skills that are acquired whilst undertaking an honours degree.

About the course
Many lecturers have previously worked as practitioners before entering university teaching, and have therefore joined the university sector as teachers in mid-career. The Postgraduate Diploma in Research Informed Teaching has been designed for such academic staff. It offers a teaching and learning experience for lecturers who wish to familiarise themselves with the skills and perspectives that inform current research practice, and who wish to gain direct experience in conducting high-quality empirical research.

There are different conceptualisations of what is meant by research-informed-teaching, and of the relationship between teaching and research. For some, research is conducted into the teaching and learning process itself with the aim of improving pedagogical competencies. However, our course is not pedagogically driven it has been designed with a different intention in mind. By providing you with opportunities to design and carry out empirical social research, we aim to help you to become better equipped for ‘real world’ teaching. The course aims to alert you to the possibilities that research may open-up for you in terms of providing the insights, knowledge, and skills necessary for you to supervise research projects and contribute to teaching on research methods modules more effectively and with greater confidence. It will also be of benefit to you if you do not currently have a supervisory role. Also if you teach in an area where the findings from empirical research have prominence within your discipline. Having such research experience will enable you to engage more effectively with your subject.

Entry requirements
For admission to the course, candidates would normally be a member of academic staff and they will be required to indicate their intention to develop skills in research practice in order to become better placed to teach and to supervise projects at undergraduate / postgraduate / PhD level.

Candidates would normally possess an honours degree of a lower second classification or above. Applications will also be encouraged from candidates with other qualifications and work experience. If they do not possess an honours degree of a lower second classification or above we will make an assessment of their prior experiential learning. This assessment will take into account their ability to demonstrate that they possess the appropriate knowledge and skills that are acquired whilst undertaking an honours degree.

About the course
Many lecturers have previously worked as practitioners before entering university teaching, and have therefore joined the university sector as teachers in mid-career. The Postgraduate Diploma in Research Informed Teaching has been designed for such academic staff. It offers a teaching and learning experience for lecturers who wish to familiarise themselves with the skills and perspectives that inform current research practice, and who wish to gain direct experience in conducting high-quality empirical research.

There are different conceptualisations of what is meant by research-informed-teaching, and of the relationship between teaching and research. For some, research is conducted into the teaching and learning process itself with the aim of improving pedagogical competencies. However, our course is not pedagogically driven it has been designed with a different intention in mind. By providing you with opportunities to design and carry out empirical social research, we aim to help you to become better equipped for ‘real world’ teaching. The course aims to alert you to the possibilities that research may open-up for you in terms of providing the insights, knowledge, and skills necessary for you to supervise research projects and contribute to teaching on research methods modules more effectively and with greater confidence. It will also be of benefit to you if you do not currently have a supervisory role. Also if you teach in an area where the findings from empirical research have prominence within your discipline. Having such research experience will enable you to engage more effectively with your subject.

The Master’s Degree concentration in Business and Marketing Education is designed to further prepare qualified business and marketing educators for career roles in the profession. It is designed for students who have an undergraduate degree in business, marketing or a related field and hold a teaching license in Business or Marketing Education. Enrolling students should have academic preparation in business/marketing education or have sufficient related work experience in business or marketing occupations to qualify them for teaching licensure. With that preparation, the program requires completion of a core of courses in Business and Marketing Education based on the student’s career objective in business and marketing education.

This Master’s Degree in Curriculum and Instruction allows study toward either the Master of Education or Master of Science degree. The Master of Science with Business and Marketing Education concentration requires a minimum of 39 semester hours of course work including the development of a thesis. The Master of Education program allows for wider latitude in the choice of course work. It requires a minimum of 36 semester hours and does not include a thesis. See curriculum display for program course requirements. The requirements for the Master’s Degree in Business and Marketing Education can be met through either the Master of Education or Master of Science program.