Idaho State University Undergraduate Catalog 2005-2006
College of Education
Deborah L. Hedeen, Ph.D., Interim Dean
Peter R. Denner, Ph.D., Assistant Dean for Assessment
The College of Education prepares students who will enter the
profession of education. Students pursuing teaching or administrative
careers in schools and other education agencies will find an assortment
of integrated programs organized to meet their professional
aspirations. All programs of the College are experiential,
collaborative, problem-centered, standards-based, research-guided, and
technologically-supported.
Other topics:
Accreditations
Certification Only
Core Standards
Declaring a Major
Education of the Deaf
Student Academic Advising Center
General Education Requirements
Accreditations
The professional degrees offered by the College of Education comply
with State of Idaho standards for certification and licensure that
ensure reciprocity standards with many other states.
The College of Education is fully accredited by the National Council
for the Accreditation of Teacher Education (NCATE). The
preschool
laboratory is accredited by the National Academy of Early Childhood
Programs. The Bachelor of Music Education is accredited by the National
Association of Schools of Music in the Department of Music, which is in
the College of Arts and Sciences. The School Psychology program is
accredited by the National Association of School
Psychologists.
The Special Education program is accredited by the Council for
Exceptional Children.
The College of Education shares responsibility with the College of Arts
and Sciences and the Kasiska College of Health Professions for many of
the secondary level teacher education degrees.
Idaho State University has an institutional commitment to the
preparation of teachers. This commitment is carried out by the
faculties of the College of Education, the College of Arts and
Sciences, and the Kasiska College of Health Professions, working in
close cooperation through the Teacher Education Committee. This
committee represents the subject and professional aspects of teacher
education and is a subcommittee of the University Curriculum Council.
Departments
To facilitate student access to advising and other academic support
services, the College of Education is organized into five departments.
Core Standards
The coursework and clinical experiences of the Idaho State University
Teacher Education Program are designed to insure that graduates in
teacher education meet the following Core
Standards for Beginning Teachers:
•
Subject
Matter Knowledge
The teacher understands
the central
processes of inquiry of the subject matter he or she teaches and
creates learning experiences that make subject matter meaningful to
students.
•
Professional
Studies and Research
The teacher uses
alternative
theoretical perspectives and research to guide instructional
decision‑making and reflection on practice.
•
Student
Individual Differences
The teacher uses
knowledge about student individual differences to plan,
deliver, and analyze instruction.
•
Planning
for Instruction
The teacher plans
meaningful learning experiences that promote student achievement and
active involvement in learning.
•
Instructional
Delivery
The teacher uses a
variety of instructional strategies to promote student achievement and
active engagement in learning.
•
Assessment
The teacher uses a
variety of formal and informal assessments to evaluate learning and
teaching.
•
Management
of the Learning Environment
The teacher creates and
maintains a safe and effective learning environment.
•
Technology
The teacher uses
technology in the planning, delivery, analysis, and assessment of
learning and instruction.
•
Literacy/Communication
The teacher supports and
expands student literacy skills and models effective
communication.
•
School‑to‑Work
Transition
The teacher understands
the central
philosophical principles and processes of the school‑to‑work concept
and creates learning experiences that enable student career awareness,
exploration, and decision‑making.
•
Family,
School, and Community Relationships and Resources
The teacher fosters
relationships with the family, school, and community to support student
learning and well‑being.
•
Personal
Characteristics and Interpersonal Skills
The teacher displays
beliefs, values, and behaviors that guide the ethical dimensions of
professional practice.
Review procedures have been established for admission and retention of
students in teacher education. These procedures also call for a review
of each individual prior to a recommendation for certification. Copies
of these standards and procedures are available from the Idaho State
Department of Education and can be obtained from the Dean of the
College of Education.
Because
of the
responsibility of a member of the teaching profession to the total
development of young people, and notwithstanding a student’s
enrollment in or graduation from the College of
Education,
the Dean and the faculty of the College of Education reserve the right
to refuse to recommend a student for a standard teaching certificate,
or to admit a student to a teaching program, if such recommendation or
assignment, in the discretion of the Dean and faculty of the College of
Education, would appear to be contrary to or in violation of
Sections 33-1202 and/or 33-1208, Idaho Code.
Department of
Educational Foundations
Chair and Associate Professor: Sammons
Professors: Bliss, Denner, Jenkins, Peña, Rankin
Associate Professors: Luckey,
Jack Newsome, Julie Newsome
Assistant Professor: Sanger
Lecturers: Jacobsen, Kauer,
Lantz (visiting), Wasia
The Department of Educational Foundations is comprised of the following
program areas: Business
Education, Social Science, and Foundations.
Department of
Educational Leadership
Chair and Professor: Davis
Professors: Frantz, Harris, Lawson
Lowe (visiting), Pemberton
Associate Professor: Thomas
Assistant Professor: Neill
Department of
Educational Learning and Development
Chair and Associate Professor: L. Peterson
Professors: Hedeen, Nunn, S. Peterson
Associate Professors: Klug, Squires
Assistant Professors: Coulter, Jantz
Lecturers: Farmer, Mason, Tobias, Toevs
The Department of Educational Learning and Development is comprised of
the following program areas: Child
and Family Studies, Library
Science, Literacy, School Psychology, and Special Education.
Department of
Instructional Methods and Technology
Chair and Associate Professor: J. Strickland
Professor: A. Strickland
Associate Professors: Coffland, Horejsi, Ray
Assistant Professors: Johnson, Moulton
Lecturer: Lin
The Department of Instructional Methods and Technology is comprised of
the following program areas: Mathematics, Science, and Technology.
Until we know better, the information for Teacher Education is also found here.
Chair and Professor: Lester
Professor: Lyons
Associate Professor: Fitzpatrick
Assistant Professors: Appleby, Head
Lecturers: Cordingley, Watters
At the baccalaureate level, the Department of Sport Science and
Physical Education administers a Bachelor of Arts or Bachelor of
Science degree in Physical Education, with emphases in exercise
science, physical education teaching, outdoor education, and sport
management; and Minors in coaching, outdoor education, and sport
management. See the Graduate Catalog for information on the Master of
Physical Education with an emphasis in Athletic Administration.
Degrees Offered in the College of Education
Undergraduate degrees offered within the College of Education are:
Graduate degrees include Master of Education, Master of
Physical
Education, Educational Specialist, and Doctor of Education
Leadership. Programs at the master’s level include child and
family studies (options in family studies, early childhood education,
and early childhood special education), curriculum leadership,
education administration, human exceptionality (options in
special
education and school psychological examiner), instructional technology,
literacy, and physical education/athletic administration. A sixth year
certificate is offered in education administration. A planned
fifth-year option is available in teacher education. Sixth
year
specialist degrees (Ed.S.) are offered in special education, school
psychology, and education administration.
Education of the Deaf
Individuals interested in becoming certified teachers of children who
are deaf/hard of hearing in Idaho will need to meet all requirements of
the Idaho State Board of Education. Undergraduate students preparing to
do this should consult the Office of the Dean, College of Education, as
well as the Teacher Education Program for details about admission into
an undergraduate program in Elementary, Secondary or Special Education.
Individuals who have completed the required undergraduate teacher
education program should consult the Department of Communication
Sciences & Disorders, and the Education of the Deaf, Kasiska
College of Health Professions, for information about the graduate
degree program in the Education of the Deaf.
Student Academic Advising Center
Paula Mandeville, Coordinator
Through the Student Academic Advising Center, students receive specific
advising information about admission to teacher education,
undergraduate advisor assignments, transfer student course
evaluations, petitions, academic appeals, and certification
recommendations. The Center appoints advisors for each student who applies for admission to
teacher education or files an intent to become a declared
major in
the College of Education.
General Education
Requirements
All students who have declared a major in the College of Education and
plan to acquire a Bachelor of Arts or Bachelor of Music
Education
degree must complete all goals of the university general education
requirements (Goals 1, 2, 3, 4, 5, 6, 7, 8, 9, 10A or 10B, 11, and 12).
Students pursuing a Bachelor of Science degree must complete Goals 1,
2, 3, 4, 5, two of Goals 6, 7, and 8; and three of Goals 9, 10A or 10B,
11 and 12. A checklist available in the College of Education Student
Academic Advising Center provides goal selection guidance for students
in the elementary, secondary and early childhood education programs.
Students transferring to Idaho State University from a junior
college that is part of the statewide articulation agreement should
refer to the General Information section of this catalogue to determine
fulfillment of the university general education requirements; however,
all students who plan to enter teacher education and who plan to
student teach must fulfill, or have fulfilled, Goals 1 and 2.
Students who possess a bachelor’s degree in a discipline
other
than education and desire to complete requirements for a teaching
certificate in any area, must complete, or have completed, Goals 1 and
2 or their equivalents.
Specific general education requirements unique to individual programs
in the College of Education are listed with the program in this section
of the catalogue.
Declaration of Major
When a student has completed a minimum of 26 semester credits of
coursework, application should be made to the Student Academic Advising
Center in the College of Education for admission to status as a
declared major. Declaration of major must be accomplished by the time a
student has completed 58 credits of coursework.
Advising System
Advisors are appointed for each student who applies for admission to
teacher education or files an intent to become a declared
major in
the College of Education. Advisors are assigned by the Student Academic
Advising Center.
Reasonable Accommodation
for Students with Disabilities
If
you have a
diagnosed disability or believe that you have a disability that might
require “reasonable accommodation” on the part of
the
instructor, please call the Director of the ADA and Disabilities
Resource Center, (208) 282-3599. As a part of the Americans with
Disabilities Act, it is the responsibility of the student to disclose a
disability prior to requesting reasonable accommodation.
Petitions
Petitions from students concerning College of Education and/or
teacher education requirements are initiated with the advisor
on
forms which are available in the Student Academic Advising Center. The
advisor will review the petition for form and content and provide a
recommendation. The student next seeks the signature and recommendation
of the appropriate Director/Department Chair, then files it in the
Dean’s office for review and/or action. Petitions concerning
general education requirements of the university must also have the
signature of the Assistant Dean, College of Arts and Sciences.
Certification Procedures
Students who successfully complete the teacher education program at
Idaho State University are eligible to receive the Idaho State
University recommendation for the Standard Elementary certificate, the
Standard Secondary certificate, or the Standard Exceptional Child
certificate. Students who anticipate teaching (certifying) in a state
other than Idaho are advised to consult with the Dean’s
office as
to reciprocity agreements and possible additional
requirements related to the states in
question.
The student will initiate the certification process by obtaining an
application for certification from the Dean’s office. The
application must be completed by the student and returned with the
transcript order and check or money order for the certificate attached.
After the end of the semester, the necessary paperwork will be
processed and signed by the certification officer and forwarded to the
State Department of Education Certification Office. The College of
Education maintains a record of all individuals recommended for
certification. The Dean is the official certification officer for the
College of Education; all requests for certification must be
processed and signed by the certification officer before the
papers can be processed by any state Office of Certification.
Idaho State Board of
Education and Idaho State University College of Education Policy on
Technology Assessment
Consistent with the Idaho State Board of Education Rule on technology
assessment, effective September 1, 1999, all graduates from the ISU
College of Education recommended for initial Idaho certification
(kindergarten through grade 12) must demonstrate technology competency
by passing the Idaho Technology Portfolio Assessment.
Students must use one of the following options for completing the Idaho
Technology Portfolio Assessment:
1. Completion of the
portfolio in conjunction with EDUC 311, OR
2. Completion of the portfolio independently using the guidelines for
Preparation of the Idaho Technology Portfolio.
In either case, it is the student’s responsibility to submit
his or her portfolio for evaluation to:
Idaho Technology Portfolio
Assessment Center
PO Box 8059
Pocatello ID 83209-8059
Further information on meeting this requirement may be obtained from
the Office of the Assistant Dean for Assessment in the College of
Education or by visiting the Idaho Technology Portfolio Assessment
Center web page at
http://ed.isu.edu/COEassessment/asItpa.htm.
Intermountain Center for Education Effectiveness
E. E. (Gene) Davis, Ed.D., Director
Susan Jenkins, Ph.D., Associate Director
The mission of the Intermountain Center for Education Effectiveness
(ICEE) is to collaborate with local school districts, education
agencies, professional organizations, and policy makers throughout the
Intermountain West, working within partnerships that enhance the
delivery of quality education for the students we serve. The ICEE
coordinates professional education programs and coursework,
agency/school development, business and community partnerships, and
research with its related services.
These functions are performed in cooperation with the following
agencies within this office:
• Center for
Policy Studies and
Education Research
• Center for Accountability Systems
• Center for Economic Education
• Center for Effective Schools
• Center for Technology Solutions
• League of Schools
• Leadership Development Academy
• Collaborative partnerships with schools and businesses
Admission to Teacher Education Program
Students must make formal application and complete an interview for
admission to the Teacher Education Program. Application for admission
and the scheduling of the admission interview are completed through
forms available in the Student Academic Advising Center of the College
of Education. Standards for admission are approved and implemented by
the Teacher Education Committee, a committee representing all Idaho
State University teacher education programs.
Students in teacher education are under the same general probationary
policy as the rest of Idaho State University as far as probation and
dismissal from the institution are concerned. Students must continue to
demonstrate satisfactory progress in achieving the Teacher Education
Program standards.
Application for admission to teacher education is made on forms
provided in the Student Academic Advising Center of the College of
Education following the completion of at least 26 credits hours of
college work. Students may not register for core courses numbered 300
and above until admittance to teacher education is achieved. Students
who have been denied admittance to teacher education may reapply when
deficiencies have been met. Criteria for admission include the
following:
1. A 2.75 overall grade
point average including all transfer credits or credits earned in a
previous degree program.
2. A grade of “B” or higher in at least two of the
following areas with a grade of no lower than “C”
in any of
the three areas:
• ENGL
101 English Composition or College of Education approved
equivalent.
• COMM 101 Principles of Speech or College of
Education approved equivalent.
• MATH: Any of
the following, or College of Education approved equivalent:
123 Mathematics
in Modern Society, or
127 Language of Math, or
130 Finite Mathematics, or
157 Structure of Arithmetic for Elementary School Teachers, or
160 Brief
Calculus, or
170 Calculus I, or
253 Introduction to Statistics
3. A background check as outlined in EDUC 201.
4. A grade of “C” or higher in the following
courses:
EDUC
204 Families, Communities, Cultures
EDUC 215 Preparing to Teach with Technology
AND
EDUC 201 Development and Individual Difference, or
CFS 203 The Young Child)
5. Presentation of minimum scores achieved on the Praxis I Academic
Skills Assessments:
Reading = 172;
Writing = 174;
Mathematics = 169.
6. Submission of Professional Portfolio entries completed as course
requirements for EDUC 201 or CFS 203.
7. Recommendation forms completed by EDUC 201 or CFS 203 instructor and
cooperating teacher.
8. Submission of signed affidavit indicating awareness of Idaho Code
pertaining to teacher certification requirements.
9. Successful completion of the Teacher Education Program Admission
Interview.
Denial of Admission to
Teacher Education
Students who have been denied admission to teacher education may
reapply; however, they must meet the standards for admission in place
at the time of their reapplication to attain admission.
Student
Teaching/Internship
The student teaching internship is designed to be the culminating
professional clinical experience for students in teacher education.
This is a professional development experience during which the intern
works in a school context with students. It provides an opportunity for
the intern to assume major responsibility for the full range of
teaching in an approved school situation under the guidance of
qualified personnel from Idaho State University and the
cooperating elementary and secondary schools.
The internship is scheduled for a full semester. Students should not
plan to enroll in any additional coursework during the internship
semester. All programs other than Music Education require 14 credits of
internship. Some internships may consist of two 7 credit blocks, and
others may be a single 14 credit block. The Music Education program
requires 7 or 14 credits to be determined in consultation with the
Music Department.
Admission to Internship
Application for student teaching must be filed with the Office of Field
Experiences between October 1 and November 15 for fall
semester of
the following year, and between February 1 and March 15 for spring
semester of the following year. There is a $50 charge for late
applications and interviews, a $25 charge for change of placement, and
a $25 charge for reapplication. Applications for all student teaching
may be obtained from the Office of Field Experiences.
The application must be signed by the advisor(s) and the Director of
the Office of Field Experiences.
Eligibility Criteria
The student must meet the following criteria for enrollment in the
internship (EDUC 492, 494, 495, or 496, B ED 496, CFS 493 or 495, P E
495, LIBR 495, SPED 495):
1. Completion of all
requirements unless specifically approved by petition.
2. Completion of at least 67% of the professional education core
credits from Idaho State University.
3. A 2.75 grade point average overall including all transfer credits or
credits earned in a previous degree program.
4. A 2.75 grade point average in the professional education core
including all transfer credits or credits earned in a previous degree
program with a grade of “C” or higher in all
courses used
for the professional education core.
5. A 2.50 grade point average in the teaching major and/or minor
(secondary) or components (elementary) including all transfer credits
or credits earned in a previous degree program.
6. A grade of “C” or higher in ENGL 102 (Critical
Reading
and Writing) or College of Education approved equivalent course.
7. Must be admitted to the teacher education program.
8. Letters of recommendation from major advisor, one instructor in
major or minor, and one cooperating teacher during field experiences.
9. Submission of Professional Portfolio with required entries completed
in conjunction with teacher education program courses.
10. Successful completion of the Idaho Technology Portfolio Assessment.
Information is available in the College of Education Dean’s
Office.
11. Successful completion of the Praxis II Content Test in each area
being recommended for certification. Qualifying scores for each test
are available in the Teacher Education Office and the College of
Education Dean’s Office.
12. For elementary, special education, and early childhood candidates
successful completion of the Idaho Comprehensive Literacy Assessment.
Qualifying scores for the ICLA are available in the Student Academic
Advising Center.
Correspondence
Courses
No student is permitted to enroll in a correspondence course
during the semester in which he/she is completing the internship
without written permission from the Director of the Office of Field
Experiences.
Bachelor’s Degrees in Teacher Education
Teacher Education General
Requirements
All students pursuing a bachelor’s degree in the College of
Education must fulfill the University’s General Education
requirements, listed in this catalog’s General
Information
section. Bachelor’s degrees in Teacher Education are:
The transfer policy, alternate means to satisfy general education
requirements, and general education and major field requirements as
listed in the graduation requirements section of this bulletin also
apply to College of Education majors.
Program in
Child and Family Studies
The Child and
Family Studies program includes several undergraduate options:
These degree areas are designed to prepare teachers and other
professionals through general and specialized coursework. The
coursework requirements for each major are listed in this section of
the catalog, and include core coursework in Education (EDUC), Child and
Family Studies (CFS), and/or related areas of study. Students
interested in pursuing a degree in the area of Child and Family Studies
should contact the Department of Educational Foundations for additional
information. A master’s degree emphasis in Child and Family
Studies is also offered; this degree program is described in the
Graduate Catalog.
Bachelor of
Arts in Early Childhood Education
The goal of the Early Childhood Education Program is to prepare
professionals who have the necessary knowledge, dispositions, and
abilities to:
1. enhance learning and
development of young children, with and without disabilities, between
the ages of birth and third grade.
2. establish collaborative relationships with families, and other
professionals in ways that produce outcomes for young children.
3. view their own professional development as a lifelong endeavor.
4. advocate for children, families, and the early childhood profession.
The Bachelor of Arts in Early Childhood Education degree program is
designed to prepare professionals in the field of early childhood
education. Early Childhood Education is the study and education of
young children from birth through third grade.
Students majoring in Early Childhood Education may elect to pursue a
Standard K-8 teaching certificate or a Blended Early Childhood
Education / Early Childhood Special Education Certificate. This degree
program is competency/field based and allows students the opportunity
to apply course work instruction to practical experiences in approved
early childhood education centers at each level of preparation.
Students interested in pursuing Early Childhood Education, either as a
major field of endeavor or as a support component area, are advised to
contact the coordinator for Child and Family Studies for
general
information and program advisement.
Summary
of Requirements for a Bachelor of Arts degree in Early Childhood
Education
A minimum of 148 semester credit hours to include:
1. Completion of General
Education requirements of the University.*
*The state of Idaho requires individuals who apply for a Standard
Elementary teaching certificate to have completed the following general
coursework; 12 credits of English to include both composition and
literature; 12 credits of social science to include a course in U.S.
History and/or U.S. Government (Psychology will not count); 8 credits
in two or more areas of natural science; 3 credits of fine arts (any
art or music appreciation course); 6 credits in fundamental
mathematics; 3 credits in content or methods of physical education
and/or health education, exclusive of activity classes. Therefore, to
help meet some of these certification requirements, it is recommended
that Early Childhood and Elementary Education majors take one of the
art or music courses listed to satisfy Goal 6 (fine arts); any of the
English courses listed to satisfy Goal 7; either HIST 111 or 112 to
satisfy Goal 9 OR POLS 101 to satisfy Goal 11; an ANTH or HIST course
to satisfy Goal 10; and an ANTH or SOC course to satisfy Goal 12. Goal
3 is satisfied by MATH 157 and 257, 3 credits each.
2. Completion of a major in Early Childhood Education
including:
a. Required coursework for
the Early Childhood Education major
b. Supporting coursework leading to EITHER an Idaho Standard K-8 Certificate
OR the Blended ECE/ECSE
Certificate.
Required coursework
leading to both emphases:
CFS 109 Introduction to the Early Childhood Profession 2 cr
CFS 203 The Young Child 3-8 3 cr
CFS 209 Early Childhood Environments and Interactions 3 cr
CFS 373 Curriculum and Assessment in ECE 3 cr
CFS 374 Constructing Social Understanding in ECE 4 cr
CFS 375 Integrating Practice in ECE 3 cr
CFS 411 Concepts and Practices
in Blended ECE Programs I 3 cr
CFS 412 Concepts and Practices
in Blended ECE Programs II 3 cr
P E 357 Methods of Teaching
Elementary Physical Education 3 cr
EDUC 204 Family, Community, Culture 3 cr
EDUC 311 Instructional Technology 3 cr
EDUC 321 Integrated Language Arts Methods 3 cr
EDUC 322 Literature for Children 3 cr
EDUC 330 Elementary Math Methods 3 cr
EDUC 331 Elementary Science Methods 3 cr
EDUC 401 Language and Literacy 3 cr
EDUC 419 Developmental Literacy 3 cr
EDUC 460 Foundations of ESL 3 cr
CFS 493 Early Childhood Education:
Student Teaching Internship 7-14 cr
Additional Coursework
leading to Idaho
Blended ECE/ECSE Certificate Emphasis:
CFS 207 The Young Child Birth to Three 3 cr
CFS 440 Partnerships with Families of Young Children 3 cr
SPED 424 Assessment in Special Education 3 cr
SPED 429 Strategies for Severe Disabilities 3 cr
Additional Coursework
leading to Idaho
Standard K-8 Certificate Emphasis:
CFS 435 Family as Developmental Context 3 cr
MUSC 233 Music Methods for Elementary Teachers 2 cr
EDUC 201 Development and Individual Differences 3 cr
EDUC 235 Introduction to
Elementary Art Methods / Materials 1 cr
EDUC 301 Inquiry, Thinking, Knowing 3 cr
EDUC 302 Motivation and Management 3 cr
EDUC 309 Planning, Delivery and Instruction 6 cr
EDUC 336 Social Studies Methods 3 cr
SPED 330 The Exceptional Child 3 cr
SPED 350 Creating Inclusive Classrooms 3 cr
Bachelor of Arts
or Bachelor of Science in General Family and Consumer Sciences
The goal of Family and Consumer Sciences is to prepare individuals for
family life, work life, and careers in Family and Consumer Sciences by
providing opportunities to develop the knowledge, skills, attitudes,
and behaviors needed in a diverse global society. Our unique focus is
on families, work, and their interrelationships. The program
intends: 1. To empower the Family and Consumer
Sciences practitioner to make
unique contributions to diverse and ever evolving educational,
community, and business contexts.
2. To produce Family and Consumer Sciences graduates who will
be
proficient in the delivery of their subject areas and in subject matter
knowledge, as well as those research strategies, which can be used to
evaluate curriculum effectiveness.
The Bachelor degree in General Family and Consumer Sciences (a minimum
of 128 credits) is designed to provide a strong generalist background
in all the content areas included in FCS: Child Development, Family
Relations, Clothing and Textiles, Nutrition and Foods, Housing/Interior
Design, Consumer Economics, and Management. This degree offers a
broad-based curriculum to prepare students for a variety of employment
settings and non-paid work. FCS is a unique profession whose vision
“empowers individuals and families across the lifespan to
manage
the challenges of living and working in a diverse global
society.”
Summary
of Requirements for a Bachelor Degree in General Family and Consumer
Sciences (128 credits minimum)
University General
Education Requirements
Students pursuing a Bachelor of Arts degree in General Family and
Consumer Sciences must complete Goals 1-9, 10A or 10B, and Goals 11-12.
Students pursuing a Bachelor of Science degree must complete Goals 1‑6,
Goal 7 or 8, Goal 9 or 10, and Goals 11‑12. It is strongly recommended
that Goal 3 be met by MATH 108 and 253; Goal 4 by BIOL 100; and Goal 5
by CHEM 100. The program requires that Goal 6 be met by ART 100; Goal
11 by ECON 201; and Goal 12 by PSYC 101 AND SOC 101.
Required Courses
Required courses must be taken in the recommended sequence. The student
must work closely with a Family and Consumer Sciences advisor as early
as possible in the program.
Family and Consumer
Sciences Coursework
CFS 100 Child and Family Studies Professions 1 cr
CFS 203 The Young Child 3 cr
CFS 209 Early Childhood Environments 3 cr
CFS 229 Textile Products 3 cr
CFS 314 Interior Design and Housing Perspectives 3 cr
CFS 318 Leadership Issues Seminar 1 cr
CFS 332 Programs in Family and Consumer Sciences 3 cr
CFS 429 Social and Psychological Aspects of Clothing 3 cr
CFS g431 Family Resource Management 3 cr
CFS g435 Relationships Within Families 3 cr
CFS g470 Consumer Economics 3 cr
EDUC 204 Families, Communities, Culture 3 cr
NTD 104 Foods 3 cr
NTD 204 Meal Management 2 cr
NTD 139 Consumer Nutrition 3 cr
OR
NTD 239 Nutrition 3 cr
Recommended Electives
CFS 321 Families and American Society 3 cr
CFS 322 Building Positive Relationships 3 cr
CFS g471 Advanced Consumer Economics 3 cr
CFS g472 Teaching Consumer Economics 1-3 cr
CFS 494 Partnerships with Professionals 3 or 6 cr
ECON 202 Principles of Microeconomics 3 cr
Minor Coursework
Majors in General Family and Consumer Sciences must have a minor outside the
Family and Consumer Sciences program area.
The student must work closely with a Family and Consumer Sciences
advisor concerning selection of this minor. Once the minor is
determined, students should be advised within the department of the
minor emphasis.
Secondary Single Subject Major in
Family and Consumer Sciences Education
The Family and Consumer Sciences Education major (a minimum of 128
credits) is designed to prepare beginning teachers with a strong
background in all areas of Family and Consumer Sciences endorsement on
a secondary teaching credential. In addition to the required major
coursework, students must also complete the occupational teacher
preparation coursework. Students must also have accumulated two (2)
years (4,000 clock hours) of related work experience or shall have
completed an approved practicum in their field of
specialization.
It is recommended that a student complete the Family and Consumer
Sciences Education major and a supporting teaching minor such as
Consumer Economics, Health or Natural Science.
Summary of Requirements for a Bachelor’s Degree in Secondary
Education with a Major in Family and Consumer Sciences Education (128
credits minimum)
University General
Education Requirements
Students pursuing a Bachelor of Arts in Secondary Education with a
Secondary Single Subject major in Family and Consumer Sciences Education must
complete Goals
1-9, 10A or 10B, and Goals 11-12. Students pursuing a Bachelor of
Science degree must complete Goals 1‑6, Goal 7 or 8, Goal 9 or 10, and
Goals 11‑12. It is strongly recommended that Goal 3 be met by MATH 108
and 253; Goal 4 by BIOL 100; and Goal 5 by CHEM 100. The program
requires that Goal 6 be met by ART 100; Goal 11 by ECON 201; and Goal
12 by PSYC 101 AND SOC 101.
Required Courses
Required courses must be taken in the recommended sequence. The student
must work closely with a Family and Consumer Sciences Education advisor
as early as possible in the program.
Family and Consumer
Sciences Coursework
CFS 100 Child and Family Studies Professions 1 cr
CFS 203 The Young Child 3 cr
CFS 209 Early Childhood Environment 3 cr
CFS 229 Textile Products 3 cr
CFS 314 Interior Design and Housing Perspectives 3 cr
CFS 318 Leadership Issues Seminar 1 cr
CFS 429 Social and Psychological Aspects of Clothing 3 cr
CFS g431 Family Resource Management 3 cr
CFS g435 Relationships Within Families 3 cr
CFS g470 Consumer Economics 3 cr
NTD 104 Foods 3 cr
NTD 204 Meal Management 2 cr
NTD 139 Consumer Nutrition 3 cr
OR
NTD 239 Nutrition 3 cr
Professional Education
Core
Students must make formal application and complete an interview for
admission to the Teacher Education Program before taking all but the
first of these courses:
EDUC 201 Development and Individual Differences 3 cr
EDUC 204 Families, Communities, Culture 3 cr
EDUC 301 Inquiring, Thinking, Knowing 3 cr
EDUC 302 Motivation and Management 3 cr
EDUC 309 Instructional Planning, Delivery and Assessment 6 cr
EDUC 311 Instructional Technology 3 cr
CFS 332 Programs in Family and Consumer Science 3 cr
CFS 495 Family and Consumer Sciences
Student Teaching Internship 7-14 cr
EDUC 401 Language and Literacy 3 cr
EDUC 402 Adaptations for Diversity 3 cr
Certification
Requirements
HRD g401 Foundations of Professional-Technical Education 3 cr
HRD g444 Career Guidance and Special Needs
in Professional-Technical Education 3 cr
HRD g468 Teaching Cooperative Education
and School-to-Work 3 cr
Recommended Electives
CFS 321 Families and American Society 3 cr
CFS 322 Building Positive Relationships 3 cr
CFS g471 Advanced Consumer Economics 3 cr
CFS 494 Partnerships with Professionals 3 or 6 cr
ECON 202 Principles of Microeconomics 3 cr
Minor
in Consumer Economics
Students receiving degrees in majors other than Family and Consumer
Sciences may satisfy the requirements for a minor in Consumer
Economics. Students interested in this minor should consult a Family
and Consumer Sciences advisor.
Required Courses:
CFS g431 Family Resource Management 3 cr
CFS g470 Consumer Economics 3 cr
CFS g471 Advanced Consumer Economics 3 cr
ECON 201 Principles of Macroeconomics 3 cr
ECON 202 Principles of Microeconomics 3 cr
Choose two of the
following (6 credits):
ACCT 201 Principles of Accounting I 3 cr
ACCT 202 Principles of Accounting II 3 cr
CFS g472 Teaching Consumer Economics 3 cr
ECON 323 Economic History 3 cr
ECON 331 Money and Banking 3 cr
ECON 334 International Economics 3 cr
ECON 338 Public Finance 3 cr
MGT 261 Legal Environment of Organizations 3 cr
MGT 362 Business Law 3 cr
MKTG 325 Basic Marketing Management 3 cr
MKTG 327 Consumer Behavior 3 cr
Minor in
Family and Consumer Sciences
This is a non-certification program; please consult an advisor.
CFS 203 The Young Child 3 cr
CFS 314 Interior Design and Housing Perspectives 3 cr
CFS 332 Programs in Family and Consumer Sciences 3 cr
CFS 429 Social and Psychological Aspects of Clothing 3 cr
CFS g431 Family Resource Management 3 cr
EDUC 204 Families, Communities, Culture 3 cr
NTD 104 Foods 3 cr
Select one course from
the following:
CFS 209 Early Childhood Environments 3 cr
CFS 229 Textile Products 3 cr
CFS g435 Relationships Within Families 3 cr
CFS g470 Consumer Economics 3 cr
NTD 204 Meal Management 2 cr
NTD 239 Nutrition 3 cr
Child and Family Studies Courses
CFS 100 Child and Family
Studies Professions 1 credit. An introduction
to professional careers in related fields. Student and career
expectations, career options, leadership, balancing work and family,
publications, and research directed toward the development of
emancipated professionals. F
CFS 109 Introduction to Early Childhood Professions 2 credits.
Foundations and professional careers in early childhood education and
early childhood special education. S
CFS 120 Personal Economics 3 credits.
A study of economic decisions facing people in their daily lives as
individuals and families. Topics include budgeting, consumer credit,
buying or renting a home, medical care, life insurance, retirement
planning, investing, and tax management. D
CFS 202 Field Experience
Internship 1-32 credits. Working field
internship; innovative approaches in preparation of CDA trainees.
Experiences in a curriculum center, library, local settings, resource
and day care centers, head start programs, nursery schools (public and
private), and child development centers. Experience with educational
and creative supplies and materials. PREREQ: Approved
enrollment
in Child Development Associate Program. D
CFS 203 The Young Child 3 credits. Study and observation
of typical and
atypical development from conception to age eight. Focus on interaction
and balance among developmental domains and influence of societal
contexts. Field experience required. PREREQ OR COREQ: CIS 101
or
equivalent competency. PREREQ: 26 credits; 2.75 GPA;
“C” or
higher in ENGL 101. F
CFS 207 Infants and
Toddlers in Early Childhood Education 3 credits.
Study of developmentally appropriate care and education of infants and
toddlers. Field experience required. PREREQ: CFS 203 or permission of
instructor.
CFS 209 Early Childhood
Environments 3 credits. Study of home and
school environments as foundations for fostering young
children’s
learning. Emphasis on materials, space, schedule, and verbal
interactions. Field experience required. PREREQ: CFS 203 or permission
of instructor. S
CFS 229 Textile Products
3 credits. Study of the interactive
relationship among fibers, fabrics, and the construction of textile
products. Information applied within the context of home and family
use. PREREQ: CHEM 100, ART 100 or permission of instructor. S
CFS 314 Interior Design
and Housing Perspectives 3 credits. Study of
individual housing needs and alternatives including practical
applications and decision making. Emphasis on
social‑psychological
aspects of housing. Topics include dwelling design,
construction,
financing, remodeling, and interior furnishings. F
CFS 318 Leadership Issues
Seminar 1 credit. Consideration of issues
related to the transition from student to
professional.
Insight into successful functioning as a team member
and
leader in the profession. PREREQ: Junior standing or permission of
instructor. S
CFS 321 Families and
American Society 3 credits. American families in
social‑historical contexts. Contemporary issues confronting families as
social institutions and examination of impact of family interaction
dynamics. Cross‑listed as SOC 321. PREREQ: SOC 101 or permission of
instructor. F
CFS 322 Building Positive
Relationships 3 credits. Exploration of the
role of decision-making and interpersonal understanding as forces in
creating self-formed individuals. Emphasis placed upon building and
maintaining positive interpersonal relationships. PREREQ: SOC 101 and
PSYC 101. D
CFS 332 Programs in
Family and Consumer Sciences 3 credits.
Organization of professional-technical programs as
influenced by legislation, State guidelines, association standards, and
philosophical frameworks. Lecture and laboratory. D
CFS 373 Curriculum and
Assessment in Early Childhood Education 4
credits. Study of assessment and inquiry based curriculum
practices
which support development and integrate learning in content areas,
including literacy, math, science, art, music, drama, and movement.
Field experience required. COREQ: CFS 435. PREREQ: CFS 209 and
admission to Teacher Education Program or permission of instructor. F
CFS 374 Constructing
Social Understanding in ECE 4 credits. Study of
psychosocial and linguistic strategies to support learning, problem
solving and other positive relationships in families and classrooms.
Emergent social studies connections defined. PREREQ: CFS 373 or
permission of instructor. S
CFS 375 Integrating Practices in Early Childhood Education 3 credits.
Planning, delivery and assessment of learning in early childhood
settings. Emphasis on reflective practice and professional
collaboration as basis for decision-making. Field experience required.
COREQ: CFS 374 or permission of instructor. S
CFS g400 Foundations of
Early Childhood Special Education 3 credits.
Survey of the history, philosophy, relevant legislation, and
interdisciplinary aspects of the field. Major focus on typical and
atypical development from birth through five years, integrating all
areas of development. F
CFS g401 Foundations of
Early Childhood Education 3 credits.
Examination of social, historical, and philosophical foundations of
early childhood education and their respective influences on currently
accepted concepts and practices in programs serving young children from
birth through age eight. AF
CFS 411 Concepts and
Practices in Blended Early Childhood Programs I 3
credits. Synthesis of
assessment and curriculum
practices which support development and learning for all young
children. Field experiences required. PREREQ: CFS 373 or permission of
instructor. F
CFS 412 Concepts and Practices in Blended Early Childhood Programs II 3
credits. Student projects and integration of current
policies, issues,
and practices affecting young children and families. Introduction to
program administration, supervision, and evaluation. Field experiences
required. PREREQ: CFS 411 or permission of instructor. S
CFS 429 Social and
Psychological Aspects of Clothing 3 credits. Study
of clothing as a tool of self‑expression and social interaction.
Various personal and societal contexts emphasized. PREREQ: SOC 100,
PSYC 100 or permission of instructor. F
CFS g431 Family Resource
Management 3 credits. Management theory for
resource utilization and goal achievement. Issues include stress,
communication, and family types. Emphasis on decision-making related to
the dynamics of balancing work and family. PREREQ: CFS g470 or
permission of instructor. S
CFS g435 Relationships
Within Families 3 credits. Building and
maintaining positive relationships within families. Critical issues
facing individuals and families including communication, cultural
diversity, balancing multiple roles, time management and financial
planning. F
CFS 440 Partnerships with
Families of Young Children 3 credits.
Examination of early intervention policies and practices. Emphasis on
development and implementation of individual family service plans and
service delivery in natural settings. Field experience required.
PREREQ: CFS 373 or permission of instructor. S
CFS g470 Consumer
Economics 3 credits. Financial management content
with a focus on developing effective decision-making processes for
managing resources. Topics: The changing American family; consumer
protection and recourse; purchasing decisions; consumer
credit;
fundamentals of savings/investment; and insurance. F
CFS g471 Advanced
Consumer Economics 3 credits. Advanced study of
social and economic problems affecting individuals and families.
Topics: financial security; credit and loans; tax planning;
major
consumer purchases; risk management; investments; retirement and
estate planning. PREREQ: CFS g470 or permission of instructor.
S
CFS g472 Teaching
Consumer Economics 1-3 credits. Designed to provide
educators with current content and resources for developing consumer
and economic education curriculum. Teaching techniques discussed and
practiced. PREREQ: CFS g471 or permission of instructor. D
CFS 481 Special Problems in Child and Family Studies 1-2 credits.
Students select problem on the basis of needs, interests, or abilities.
Independent work in the laboratory, library, or community. Regular
advisor conferences required PREREQ: Permission of instructor
F,
S, Su
CFS 490 Field Experience
in Child and Family Studies 1‑3 credits.
Students participate in a variety of settings including schools,
agencies, businesses, and child care settings. PREREQ: Permission of
instructor. F, S
CFS 493 Early Childhood
Education: Student Teaching Internship 7-14
credits. Students assume instructional and
management
responsibilities in supervised early childhood/primary
setting.
PREREQ: Admission to Teacher Education Program and/or approved
application. Graded S/U. F, S
CFS 494 Partnerships with
Professionals 3 or 6 credits. Professional
cooperative experience with business agency. Seminar plus 126 hours
experience, 3 credits; 252 hours, 6 credits. PREREQ: 9 credits in
emphasis area, 2.5 GPA, HRD g457 or HRD g455, and permission of
instructor. D
CFS 495 Family and Consumer Sciences Student Teaching Internship 7-14
credits. Students assume instructional and
management
responsibilities in supervised settings. PREREQ: Admission to Teacher
Education Program and permission of instructor. Graded S/U. D
Library
Science
Community support of a school library is essential if the library is to
succeed in its mission. A certified librarian takes a leading role in
community involvement and seeks family, school, and community support
and involvement for its collection and services. The librarian also
uses the library’s collection and services to serve families
and
the community’s needs insofar as it is able and does not
interfere with the library’s mission in the school.
Content mastery and life long library research skills are taught to
students when the content area is designed and taught by
teacher/librarian collaborative teams.
School library directors must stay current with the professional
studies of the field. Certified librarians should contribute to the
base field of knowledge in the profession be it by research, projects,
experiences, etc.
School library directors develop a strong collection of library
materials and services which promote individual learning styles,
whether cooperative or individual approaches to learning are used.
Culturally linguistic and diverse library materials and services are
readily available for ethnic minority students.
Continual assessment of a school library program is necessary for
maximum benefit of the students and faculty being served. Assessment is
necessary to ensure the library program is supporting the overall
goals, objectives, and mission of the school in which it resides.
A certified school librarian uses automation to better serve the
students and faculty of the school. Throughout automation library use,
operation, and life long research skills are more effectively taught
and experienced by students and faculty.
Library Science Courses
LIBR 121 Introduction to
Information Research 2
credits. Fundamentals of the research process using a variety of
library resources, including catalogs, electronic databases,
the
reference collection, government documents, and the Internet. Emphasis
on the organization, retrieval and evaluation of information. F, S, Su
LIBR 221 Bibliography and
Reference 3 credits.
Survey of reference works and bibliographies, basic and specialized,
with practical application to research problems. PREREQ: LIBR 121. Su
LIBR 257 Cataloging and
Classification 3 credits.
Theory and practice in the cataloging and classification of both book
and non-book materials. Su
LIBR 259 Audio‑Visual
Materials and Computers in
the Classroom 3 credits. Development and use of audio‑visual materials
and computer technology in the classroom, library, and school. Su
LIBR g425 Media Center
Administration 3 credits.
General administration of media centers, including the implementation
of state and national media standards. The philosophy and
scope of
services and the relationship of center activities to school
curriculum. Students will develop an electronic portfolio. Su
LIBR g426 Automation,
Selection, and Evaluation
of Library Materials 3 credits. Addresses automation as it relates to
library services and collections as well as the selection and
evaluation of library materials. Students will develop an electronic
portfolio. Su
LIBR g440 Practicum 1-4
credits. Practicum
in a library and/or media center under the supervision of professional
personnel. PREREQ: Permission of Library coordinator. S
LIBR g441 Independent Study in
Library Science
1-2 credits. Individual work under staff guidance. Field and/or library
research on specific problems in librarianship.
PREREQ:
Permission of Library coordinator. S
LIBR 495 Library Science:
Student Teaching
Internship 7 credits. Students assume instructional and management
responsibilities in a supervised junior/senior high library/media
center. PREREQ: Admission to Teacher Education Program and/or approved
application. Graded S/U. F, S
Special
Education/Human Exceptionality Major
The special education major prepares students for professional
certification in special education and/or the bachelor’s
degree
in human exceptionality. For information on the master’s
degree
offering, please refer to the Graduate Catalog.
Broadly stated, the objectives of the Special Education Program are:
1. Students will demonstrate an
understanding of a wide variety of disability categories and their
instructional implications, as well as the legal and ethical considerations for
educating individuals with disabilities.
2. Students will demonstrate
understanding of instructional methodologies and curricula that have an
extensive experimental research base to support their effectiveness for all
individuals, especially those with learning difficulties.
3. Students will make instructional
decisions based on reliable and valid data that are primarily objective in
nature.
4. Students will demonstrate instruction
and behavior management strategies that are proactive and teach new skills, as
opposed to being punitive in nature.
5. Students will demonstrate
professional and collaboration skills with teachers, parents, administrators,
and other professionals.
Admission Requirements
Prior to acceptance to the B.A./B.S. in Special Education/Human Exceptionality
Program, all applicants must meet the requirements for admission to the Teacher Education Program. In addition, all applicants must complete
SPED 330 and SPED 340 and earn a grade of at least C in each course and an
average of 3.0 across the two courses.
In addition, students must have an overall GPA of 2.75 and be approved by a faculty screening
committee.
Retention and Exit Requirements
In addition to meeting all of the retention and exit requirements of the College of Education, students must maintain a 3.0
GPA in the program courses. If a student
earns two grades of C or lower in any program courses, the student will not be
allowed to progress in the program and must reapply to the program. Students in the program must also maintain an
overall GPA of 2.75 or better. If a student's overall GPA falls below 2.75 for
two consecutive semesters, the student will not be allowed to progress in the
program and must reapply to the program.
(Special Education majors must also meet the requirements for general
teacher education.)
Bachelor
of Arts or Bachelor of Science in Human Exceptionality
The Bachelor of Arts or Bachelor of Science in Human Exceptionality is
a nonteaching major designed for students who are planning to pursue a
master’s degree in a related field. The following courses are
required in addition to the General Education Requirements for
the
B.A. or B.S. degree:
Core Courses:
SPED 270 Field Work in Special Education 2 cr
SPED 330 The Exceptional Child 3 cr
SPED 334 Classroom Behavior Management 3 cr
SPED g423 Designing Instruction 3 cr
SPED g424 Assessment Procedures in Special Education 3 cr
SPED g427 Precision Teaching 1 cr
SPED g432 Direct Instruction Systems 3 cr
SPED g438 Policies and Procedures in Special Education 3 cr
SPED g446 Secondary Special Education 3 cr
Emphasis Areas
Core courses shall be complemented by specialization in either Behavior
Disorders or Severe
Disabilities and appropriate electives.
Behavior Disorders
SPED g433 The Emotionally Disturbed Child 2 cr
SPED g443 Autism 2 cr
SPED g450 Creating Inclusive Classrooms 3 cr
SPED g462 Seminar: Behavior Disorders 1 cr
SPED g481 Advanced Issues in Behavior Disorders 2 cr
In addition, students must complete additional credits from the
following to total a minimum of 40 credits:
PSYC 225 Child Psychology
(elementary emphasis) 3 cr
OR
PSYC 332 Psychology of Adolescence
(secondary emphasis) 3 cr
PSYC g445 Psychology of Learning 3 cr
SOC 231 Juvenile Delinquency 3 cr
CSED 205 Introduction toCommunication Disorders 3 cr
SPED g448 Pre-Practicum, Moderately Handicapped 1-3 cr
SPED g480 Seminar in Special Education 1 cr
SPED g498 Advanced Field Work 1-3 cr
Severe Disabilities
SPED g426 Assessment: Severe Disabilities 3 cr
SPED g429 Strategies: Severe Disabilities 3 cr
SPED g440 Biomedical Aspects ofPhysical Disability 2 cr
SPED g443 Autism 2 cr
SPED g450 Creating Inclusive Classes 3 cr
In addition, students must complete elective credits from the following
to total a minimum of 40 credits:
PSYC 225 Child Development 3 cr
(elementary emphasis)
OR
PSYC 332 Psychology of Adolescence
(secondary emphasis) 3 cr
CSED 205 Introduction to Communication Disorders 3 cr
CSED 327 Sign Language I 2 cr
SPED g400 Foundations of
Early Childhood Special Education 3 cr
SPED g448 Pre-Practicum, Moderately Handicapped 1-3 cr
SPED g480 Seminar in Special Education 1 cr
SPED g498 Advanced Field Work 1-3 cr
Special Education Courses
SPED
312 Assistive Technology 3 credits. Instructional and assistive technology,
benefits they offer to individuals with various types of disabilities,
how to evaluate children’s' technology needs, how to find new technologies
using a variety of resources, and how to fund the purchase of technology for
children with disabilities. Focus on how to use technology to adapt and
accommodate for the needs of children with diverse learning needs. PREREQ: EDUC
215 and EDUC 311. F, S
SPED
330 The Exceptional Child 4 credits. Essential areas of exceptionality, with detailed
involvement in appraising stated nomenclatures for each area. Each area
is studied on the dimensions of etiology, identification and labeling,
characteristics, educational treatment, and prognosis for adjustment.
Consideration also given toward structuring suitable educational
programs applicable for each area. The course includes 50-hour practicum.
F, Su
SPED
340 Principles of Behavior Management 3 credits. Overview of basic principles
of applied behavior analysis as it relates to educating children with
disabilities. S
SPED
350 Creating Inclusive Classrooms 3 credits.
Curricula and methods for educating students with diverse abilities in
elementary classrooms. Characteristics of students with disabilities
and students who are English language learners. Emphasizes inclusive
lesson design, curricular adaptations, and collaborative teaching.
PREREQ: ADMISSION TO TEACHER EDUCATION PROGRAM. F, S
SPED
355 Differentiated Instruction 3 credits.
Adaptations and accommodations for differentiating student learning in
secondary classrooms. Characteristics of students with disabilities and
student who are English language learners. Emphasizes adaptations in
content areas, instructional strategies, and team collaboration.
PREREQ: ADMISSION TO TEACHER EDUCATION PROGRAM. F, S
SPED
g423 Designing Instruction 3 credits.
Introduction to instructional design principles and strategies for
engaging students in higher order thinking and problem-solving.
Emphasis on teaching complex concepts in reading comprehension,
writing, mathematics and other academic subjects. PREREQ: Permission of
instructor. F
SPED
g424 Assessment Procedures in Special Education 3 credits.
Introductory study of diagnostic assessment techniques and the writing
of individual educational and behavioral prescriptions and
instructional objectives which are required to provide
interventions suitable for remediating the learning problems in basic
school curricula. PREREQ OR COREQ: SPED 330 and SPED 334 or permission
of instructor. F
SPED
g426 Assessment: Severe Disabilities 3 credits.
Selection, administration, and interpretation of criterion-referenced
tools employed with severely disabled students. Emphasizes
functional approach to assessment and evaluation of behavioral and
instructional domains. PREREQ: Permission of instructor. AF
SPED
g429 Strategies: Severe Disabilities 3 credits.
Consideration and evaluation of curriculum materials from
behavioral, developmental, and ecological perspectives. Emphasizes
functional approach to development and implementation of individualized
intervention plans. PREREQ: Permission of instructor. AS
SPED
430 Practicum in Individualized Instruction 3 credits. Requires 150 clock hours
of field experience working with children with severe disabilities, developing
and implementing individual instructional programs. PREREQ: SPED 330 and SPED
340. COREQ: SPED 429. F
SPED
g432 Direct Instruction Systems 3 credits.
Provides mastery level skills training in direct instruction systems
for reading, math, and written language. Includes field work,
adaptation of curricula to direct instruction model and
evaluation. PREREQ: Permission of instructor. F, S
SPED g433 The Emotionally
Disturbed Child 2 credits.
Survey of the causes of emotional disturbance in children and the
effects upon the child’s school performance and achievement.
School programs and treatment considerations will be reviewed. F
SPED
434 Language and Communication Methods in Special Education 3 credits.
Strategies for teaching expressive and receptive language skills to children
with disabilities. Focus on augmenting oral communication with both low and
high technology applications, teaching expressive writing (e.g., spelling)
skills using explicit instruction, and teaching receptive vocabulary using
explicit instruction. PREREQ:SPED 330 and SPED 340. COREQ: SPED 432, SPED 434,
and SPED 446. S
SPED
435 Practicum in Small Group Instruction 3 credits. Requires 150 clock hours of
field experience working with children with disabilities, implementing small
group instructional programs in reading and language, as well as developing
transition plans for secondary students. PREREQ: SPED 330 and SPED 340. COREQ:
SPED 432, SPED 433, and SPED 446. S
SPED 436 Math Methods for Children with Disabilities 3 credits. How to teach
basic mathematical skills to children with disabilities and other at-risk
learners. Emphasis on mathematical techniques having research supporting their
effectiveness with children with disabilities. Prospective teachers are taught
how to teach, monitor, assess, and remediate various mathematical skills.
PREREQ: SPED 330 and SPED 340. COREQ: SPED 440, SPED 423 and SPED 436. F
SPED 437 Practicum in Large Group Instruction 3 credits. Requires 150 clock
hours of field experience working with children with disabilities implementing
large group instructional programs in mathematics and other content areas, with
special emphasis on managing student behavior using positive behavior supports.
PREREQ: SPED 330 and SPED 340. COREQ: SPED 440, SPED 423, and SPED 435. F
SPED g438 Policies and
Procedures in Special Education 3 credits.
Consideration of legal background, current court rulings, professional
responsibilities, and models for consultation and collaboration in a
variety of educational settings. Includes the IEP process. PREREQ:
Permission of instructor. S
SPED
g440 Biomedical Aspects of Physical Disability 2 credits.
Study of the causes, treatments, and educational implications of
physical and neurological disorders of genetically and orthopedically
disabled children. PREREQ: Permission of instructor. S
SPED 441 Classroom Behavior Management 3 credits.
Emphasizes the practical application of reinforcement learning
models and theory to classroom and other settings. PREREQ OR COREQ:
SPED 330. F, S
SPED
g443 Autism 3 credits. An overview of autism and implications for
educational planning. Teaching strategies that are successful in
working with individuals who have autism will be reviewed. AF
SPED
g446 Secondary Special Education 3 credits.
Teaching methodology focusing on needs of secondary and adult special
education students. Topics include functional academics,
transition, independent living, social skills,
professional-technical training, employment options,
and
accessing community resources. PREREQ: SPED 330 and SPED 340. COREQ: SPED 432, SPED 433, and SPED 434 S
SPED
g448 Pre-Practicum, Moderately Handicapped 1-3 credits.
Supervised practical work with moderately handicapped children in a
clinical setting. Permission of instructor. F, S
SPED
g462 Seminar: Behavior Disorders 1 credits.
Topical issues related to the education of children with behavior
disorders in a variety of educational and therapeutic settings. PREREQ:
Permission of instructor. D
SPED
g480 Seminar in Special Education 1 credit.
Current topics in the field of special education presented by
departmental faculty and guest lecturers. May be repeated for up to 2
credits. Graded S/U. F, S
SPED
g481 Advanced Issues in Behavior Disorders 2 credits.
Educational organization, collaboration and consultation skills
necessary to provide cooperation between the schools and other
community agencies that provide integrated service for this
exceptionality. PREREQ: Permission of instructor. AF
SPED
g485 Independent Problems 1-2 credits.
Individual work under staff guidance. Field and/or library research on
specific educational problems of interest to majors in education.
Experience in research composition. PREREQ: Permission of
instructor. D
SPED
490 Consultation and Collaboration 3 credits. This course will provide students
with strategies for working with paraeducators and other professional
colleagues in educational settings. The focus of the course will be on
providing training and feedback to paraeducators and effective strategies for
teaming with other educators. COREQ: SPED 498. S
SPED
g491 Seminar 1-3 credits. Critical analysis of the
literature in one or more areas of education. May be graded S/U. Limited enrollment.
PREREQ: Permission of instructor. F, S, Su
SPED
495 Special Education: Student Teaching Internship 7-14 credits.
Students assume instructional and management responsibilities in a
supervised K-12 resource room or special education setting. Full
semester for 14 credits; half semester 7 credits. PREREQ: Special
Education Methods Core and approved application. F, S
SPED
g498 Advanced Field Work 1-3 credits.
Orientation, observation, planning and implementation of special
education instruction in a special education setting in the public
schools. PREREQ: Permission of instructor. D
Elementary
Education
The emerging elementary education professional is expected to:
1. Select general
education goal
courses that support the cognitive knowledge and skill requirements of
an elementary teacher, including a study of the state’s
history.
2. The emerging elementary education professional is expected
to
have subject matter depth in social science, language arts, science,
mathematics, or language. He/she must utilize this knowledge in
specific applications and assessments within the educational methods
curriculum.
3. The emerging elementary education professional is expected
to
be aware of the theories related to cognitive and physical child
development, classroom management and motivation, lesson planning,
delivery, technology classroom integration and assessment.
4. The emerging elementary education professional is expected to
participate in diverse early and extended field experiences, where
their actual lesson planning, delivery, and assessment can be
externally evaluated.
Summary
of Requirements for a Bachelor of Arts or a Bachelor of Science degree
in Elementary Education
A minimum of 135 semester credit hours to include:
1. Completion of General
Education requirements of the University.
The State of Idaho requires individuals who apply for a Standard
Elementary teaching certificate to have completed the following general
coursework: 12 credits of English to include both composition and
literature; 12 credits of social science to include a course in U.S.
History and/or U.S. Government (Psychology will not count); 8 credits
in two or more areas of natural science; 3 credits of fine arts (any
art or music appreciation course); 6 credits of fundamental
mathematics; 3 credits in content or methods of physical education
and/or health education, exclusive of activity classes.
In order to meet the State of Idaho Elementary teaching certification
requirements and the standards generated by the “No Child
Left
Behind” legislation, the College of Education prescribes the
following set of courses to meet the General Education requirements of
the University:
All Elementary Education majors will complete a minimum of the Bachelor
of Science (B.S.) [goals 1-7, 9, 11, and 12] option of the General
Education Requirements. Students wishing to earn a Bachelor of Arts
(B.A.) must meet the requirements for the B.S., but could add goal 8,
and either 10A or 10B.
Required Goal Courses
Goal 1: ENGL 101 and ENGL 102;
Goal 2: COMM 101;
Goal 3: MATH 157 and MATH 257;
Goal 4: BIOL 100/100L;
Goal 5: PHYS 100;
Goal 6: ART 100; ART 101; ART 102; MUSC 100; MUSC 106; MUSC 108;
Goal 7: ENGL 110;
Goal 9: HIST 118;
Goal 11: POLS 101;
Goal 12: SOC 101
Additional course work in
content areas is required:
English 3 cr
History (HIST 423) 3 cr
Science (GEOL 101,101L) 4 cr
2. Completion of a major in Elementary Education includes:
a. one Emphasis Area
(English,
Language, Mathematics, Science, or History) of 20-22 semester credit
hours, chosen from the fields listed under Elementary Education
Emphasis Areas.
b. the Professional Education Core.
Elementary Education
Required Courses
(please read course descriptions for prerequisites and corequisites)
EDUC 201 Development and Individual Differences 3 cr
EDUC 204 Families, Communities, Culture 3 cr
EDUC 215 Preparing to Teach with Technology 3 cr
EDUC 235 Introduction to Elementary Art
Methods and Materials 1 cr
EDUC 301 Inquiring, Thinking, Knowing 3 cr
EDUC 302 Motivation and Management 3 cr
EDUC 309 Instructional Planning, Delivery,
and Assessment 6 cr
EDUC 311 Instructional Technology 3 cr
EDUC 321 Integrated Language Arts Methods 3 cr
EDUC 322 Literature for Children 3 cr
EDUC 330 Elementary Mathematics Methods 3 cr
EDUC 331 Elementary Science Methods 3 cr
EDUC 336 Social Science Methods 3 cr
EDUC 401 Language and Literacy 3 cr
EDUC 402 Adaptations for Diversity 3 cr
EDUC g419 Developmental Literacy 3 cr
SPED 350 Creating Inclusive Classrooms 3 cr
EDUC 494 Elementary Education: Student
Teaching Internship 7-14 cr
H E 211 Health Education Methods/Elementary 1 cr
MATH 157 Structure of Arithmetic for
Elementary School Teachers 3 cr
MATH 257 Structure of Geometry and Probability
for Elementary School Teachers 3 cr
MUSC 233 Music Methods
for Elementary School Teachers 2 cr
P E 357 Methods of Teaching
Elementary Physical Education 3 cr
Elementary Emphasis Areas
English (21 cr)
ENGL 107 Nature of Language 3 cr
ENGL 115 Major Themes in Literature 3 cr
ENGL 212 Introduction to Folklore and Oral Tradition 3 cr
ENGL 277 Survey of American Literature I 3 cr
ENGL 278 Survey of American Literature II 3 cr
ENGL 301 Writing About Literature 3 cr
Upper Division ENGL Elective 3 cr
TOTAL: 21 cr
History (21 cr)
Category I –
World Regions: 6 credits, one course of which must be HIST 101 or HIST
102
HIST 101 Foundations of Western Civilization 3 cr
HIST 102 Development of Western Civilization 3 cr
HIST 251 Latin American Civilization 3 cr
HIST 252 East Asian History 3 cr
HIST 254 Middle Eastern History 3 cr
HIST 255 African History and Culture 3 cr
HIST 256 Modern Southeast Asian History 3 cr
Category III –
Courses for Teachers
HIST g418 U.S. History Survey for Secondary
Education Majors 3 cr
POLS 101 Introduction to American Government 3 cr
Plus ONE of the
following:
HIST 307 Early North America 3 cr
HIST 308 Industrialization and Reform in the U.S. 3 cr
HIST 309 Modern United States 3 cr
Category IV –
Upper Division U.S. History: 3 credits
HIST g423 Idaho History 3 cr
History Elective
– 3 credits from Categories V and VI
Choose one course from the lists of upper division History elective
courses in Categories V and VI on page 108 in the Arts and Sciences
section of this catalog.
Mathematics (21 cr)
MATH 123 Mathematics in Modern Society 3 cr
MATH 127 Language of Mathematics 3 cr
MATH 130 Finite Mathematics 4 cr
MATH 144 Trigonometry 2 cr
MATH 160 Brief Calculus 4 cr
MATH 230 Introduction to Linear Algebra 2 cr
MATH 253 Introduction to Statistics 3 cr
(or 21 credits of
mathematics approved by the Mathematics Department)
Science: Biology or Geology
Biology (22 cr)
BIOL 101,101L Biology I, and Lab 4 cr
BIOL 102,102L Biology II, and Lab 4 cr
BIOL 209,209L General Ecolog, and Lab 4 cr
BIOL 302,302L Anatomy and Physiology, and Lab 4 cr
BIOL 213 Fall Flora 2 cr
OR
BIOL 214 Spring Flora 2 cr
Upper Division BIOL Electives 4 cr
TOTAL: 22 cr
Geology (23 cr)
GEOL 102 Historical Geology 3 cr
GEOL 115 Physical Geography 4 cr
GEOL 122 Rocks and Stars 3 cr
GEOL 201 Rocks, Rails, and Trails 1 cr
GEOL 210 Earth in Space and Time 3 cr
GEOL 313 Earth Materials I 3 cr
GEOL 314 Earth Materials II 3 cr
GEOL 422 Planetary Geology for Teachers 3 cr
TOTAL: 23 cr
Double Major
Students in the Elementary Education program may choose to complete a
double major by taking the following Special Education requirements in
addition to the Elementary Major:
SPED 270 Field Work in Special Education 2 cr
SPED 330 The Exceptional Child 3 cr
SPED 334 Classroom Behavior Management 3 cr
SPED g423 Designing Instruction 3 cr
SPED g424 Assess Procedures in Special Education 3 cr
SPED g427 Precision Teaching 1 cr
SPED g429 Strategies: Severe Disabilities 3 cr
SPED g432 Direct Instruction Systems 3 cr
SPED g438 Policies and Procedures in Special Education 3 cr
SPED g446 Secondary Special Education 3 cr
Plus three credits of
Electives selected from the following:
P E g494 Special Physical Activity 3 cr
PSYC 332 Psychology of Adolescence 3 cr
PSYC g445 Psychology of Learning 3 cr
SOC 231 Juvenile Delinquency 3 cr
SPED g426 Assessment: Severe Disabilities 3 cr
SPED g440 Biomedical Aspects of Physical Disability 2 cr
SPED g443 Autism 2 cr
SPED g448 Pre-Practicum, Moderately Handicapped 1-3 cr
SPED g480 Seminar in Special Education 1 cr
SPED g491 Seminar 1-3 cr
SPED g498 Advanced Field Work 1-3 cr
Secondary
Teacher Education
Summary
of Requirements for a Bachelor of Arts or a Bachelor of
Science degree in Secondary Education.
A minimum of 128 semester credit hours to include:
1. Completion of general
university
requirements (see Academic Information and Graduation
Requirements
of the university).
2. Completion of a subject teaching major of at least 30 semester
credit hours as recommended by the subject department and approved by
the College of Education, and completion of a subject teaching minor of
at least 20 semester credit hours as recommended by the subject
department and approved by the College of Education, OR completion of a
single subject teaching major of at least 45 semester credit hours as
recommended by the subject department and approved by the College of
Education.
3. Completion of the professional education core.
Professional Education
Core
EDUC 201 Development and Individual Differences 3 cr
EDUC 204 Families, Communities, Culture 3 cr
EDUC 301 Inquiring, Thinking, Knowing 3 cr
EDUC 302 Motivation and Management 3 cr
EDUC 309 Instructional Planning, Delivery,
and Assessment 6 cr
EDUC 311 Instructional Technology 3 cr
SPED 355 Differentiated Instruction 3 cr
EDUC 401 Language and Literacy 3 cr
EDUC 402 Adaptations for Diversity 3 cr
EDUC 496 Secondary Education:
Student Teaching Internship 7-14 cr
Secondary Education Teaching Majors and Minors
The Secondary Education program aligns with the College of Education
Core Standards of Teacher Education and the Conceptual Framework. In
addition, the program graduates teacher who exemplify the following
guiding principles. The Secondary Educator:
1. Is a content area
expert able to represent subject matter in multiple ways to ensure
depth of student understanding.
2. Ensures curriculum alignment with state and national student
achievement standards.
3. Uses all appropriate tools and techniques of teaching to guide and
assess student learning.
4. Provides consistent opportunities for all students to learn and
adapts instruction to meet the needs of diverse learners.
5. Fosters family and community relationships that promote student
learning.
Biological Sciences Major
BIOL 101,101L Biology I, and Lab 4 cr
BIOL 102,102L Biology II, and Lab 4 cr
BIOL 206 Cell Biology 4 cr
BIOL 209 General Ecology 4 cr
BIOL 221 Introductory Microbiology 3 cr
BIOL 223 Introductory Microbiology Laboratory 1 cr
BIOL 310 Invertebrate Zoology 4 cr
BIOL 317 Organic Evolution 3 cr
BIOL 358 Genetics 3 cr
BIOL g413 Biology Teaching Methods 3 cr
BIOL g491 Seminar 1 cr
BIOL g492 Seminar 1 cr
MATH 160 Brief Calculus 4 cr
OR
MATH 253 Introduction to Statistics 3 cr
Plus one of the following
botany course options:
BIOL 213,214 Spring Flora, and Fall Flora* 4 cr
BIOL g404 Plant Physiology 4 cr
BIOL g405 Plant Anatomy 3 cr
BIOL g406 Plant Morphology 4 cr
BIOL g408 Plant Ecology 3 cr
BIOL g412 Systematic Botany* 4 cr
BIOL g431 is also a recommended elective.
* Recommended course is
BIOL 412 instead of BIOL 213 or 214.
Biological Sciences Minor
BIOL 101,101L Biology I, and Lab 4 cr
BIOL 102,102L Biology II, and Lab 4 cr
BIOL 221,221L Introductory Microbiology, and Lab 4 cr
BIOL Botany courses--minimum of 2 credits required
for teaching certification 2-4 cr
BIOL g413 Biology Teaching Methods 3 cr
MATH 160 Brief Calculus 4 cr
OR
MATH 253 Introduction to Statistics 3 cr
Plus two of the following:
BIOL 209 General Ecology 4 cr
BIOL 317 Organic Evolution 3 cr
BIOL 358 Genetics 3 cr
Business Education
Major
ACCT 201 Principles of Accounting I 3 cr
B ED 102 Intermediate Keyboarding 3 cr
B ED 310 Microcomputers in Business Education 3 cr
B ED 320 Clerical Procedures 2 cr
B ED 330 Advanced Technology in Business Education 3 cr
B ED 332 Methods in Business Education 3 cr
CFS g470 Consumer Economics 3 cr
HRD g401 Foundations of Occupational Education 3 cr
HRD g444 Career Guidance and Special Needs
in Professional-Technical Education 3 cr
HRD g468 Teaching Cooperative Education
and School-to-Work 3 cr
Select 3 credits from the
following:
ECON 100 Economic Issues 3 cr
ECON 201 Principles of Macroeconomics 3 cr