Middle Childhood Education, B.S. in Ed.

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Description

The Middle Childhood Education program focuses on the nature and needs of early adolescents as they particularly relate to the design, delivery, and evaluation of culturally and developmentally responsive instruction. The acquisition of progression knowledge and skills is aided by reflective practice and inquiry. The program includes participation ins a strengthened curriculum with more than 700 hours of clinical experience - similar to the preparation used in legal and medical professions. Rigorous preparation helps to include the likelihood that students will be hired upon graduation. The Middle Childhood Education Program prepared candidates for teaching children from grades 4 through 9 (ages 8 to 14) at the undergraduate level.

What careers can this major prepare you for?

Middle childhood education graduates have a wide number of career paths to choose from. After graduating with a bachelor’s degree some people take the teaching licensure exam, which opens up countless opportunities at public and private schools, elementary, middle and high schools. They also have the choice of continuing their education, and carrying out research work in middle childhood education in order to address the critical issues in this field. After three to four years of research work, students submit their thesis to professors for approval, and defend their work and findings at a public dissertation. Thereafter, they are awarded they PhD or Doctoral degree in Curriculum and Instruction, which opens up countless opportunities in the academic and research sector at colleges, universities and research organizations throughout the world. Many graduates go on to become: Elementary School Teacher, Middle School Teacher, High School Teacher, Childcare Center Director, Teachers Assistant, Home-Based Service Provider, Instructional Coordinator, Librarian, Sales Representative, Consultant, Researcher, Writer or Editor, Professor, Museum Educator.

What skills are developed within this major?

Skills developed within this major include: develop age-appropriate curriculum; learn to teach health, safety and nutritional skills, employ principles of child psychology and human development, learn teaching strategies for language and literacy development, Research skills as demonstrated in papers, case studies and exams; Visual analysis; Analytical skills; Communication skills; Time management skills; Problem solving skills; and passion for teaching and learning with children and youth.

Teaching Credential

Ohio four-year Resident Educator teaching license in Middle Childhood (ages 9 to 14 and grades 4 to 9) for two content areas. Requires successful completion of all program requirements and acceptable scores on applicable state licensure examinations as mandated by the Ohio Department of Education.

Portfolio

All teaching licensure students are expected to maintain a portfolio while completing their professional coursework and field experiences.

Hours Required for Degree

Minimum hours required for degree: 120

College Requirements

See college page for college requirements.

Major-Field Requirements

GPA Requirement/Grade Restriction

All students must achieve a minimum cumulative grade-point average of at least 2.75
All students must maintain a grade-point average of at least 3.0 for professional course work in education. No grades of D or F will be accepted.

A. General Education and Prerequisite Requirements

The courses listed in this section are designed to meet some GenEd08 requirements and provide coursework prerequisites to the professional and major components of the program.

Note: Not all general education requirements are listed here; students must consult program and department advisers for advice on general education course selection. In some cases, the listed courses exceed the university GenEd08 requirements.

Mathematics and Quantitative Literacy

If Mathematics is selected as a Middle Childhood content concentration

If Mathematics is NOT selected as a Middle Childhood content concentration

Any 2 courses may be selected from the GenEd08 approved list.

Arts and Humanities

If Math and Science is selected as a Middle Childhood content concentration

EUT 210 - Perspectives in Mathematics and Science
A second approved Arts and Humanities course is required - check the general education requirements for ALAAME courses.

If Social Studies and Language Arts is selected as a Middle Childhood content concentration

If Social Studies and Science or Math is selected as a Middle Childhood content concentration

If Language Arts and Math or Science is selected as a Middle Childhood content concentration

ENG 241 - Introduction to Fiction
EUT 210 - Perspectives in Mathematics and Science
An additional approved Arts & Humanities course is required - check general education requirements for ALAAME courses.

Social Science

PSY 221 - Adolescent Psychology
A second approved Social Science course is required - check general education requirements for ALAAME courses - must be from a department other than Psychology.

B. Professional Requirements

Rotation 1 (3 courses)

Rotation 2 (3 courses)

Rotation 3 (3 courses)

Literacy (4 courses)

Internship & Capstone (4 courses)

C. Concentration Requirements

Complete two of the following concentrations:

1. Language Arts Concentration (7 courses)

2. Mathematics Concentration (8 courses)

Students will be required to take one of MTH 168 OR MTH 181

The following 7 courses are required for all students

3. Science Concentration (7 courses)

4. Social Studies Concentration (7 courses)

Honors Program/Scholars Requirements

Program Objectives

The Education Honors Program is intended to achieve the following objectives:

Encourage academically talented students to pursue teaching as a profession
Demand rigorous academic written work from honors students, including a capstone action research project during the final two semesters of the licensure program
Support reflective professional practice
Enhance existing educational coursework by developing opportunities for independent research and/or involvement in faculty research
Foster close relationships between an honors faculty advisor and honors students

Admission to the Program

The Education Honors program is open to all honors students in good standing in the CSU Honors Program or students admitted to the University Honors Program as juniors with an interest in pursuing teaching as a career.

Advising

A College Honors Liaison, designated by the Associate Dean of Student and Alumni Services and External Relations, will meet with each student admitted to the education honors program to identify an honors advisor (also a full-time tenure track faculty member with graduate faculty status) appropriate for the student’s intended licensure program. The honors advisor will meet with the honors student to select and develop contract course proposals and to identify a faculty member for an honors research project. As a result of close interaction with and supervision of the honors student, the honors advisor will be able to write a detailed letter of recommendation reflecting the student’s achievements. In addition, the advisor will assist wherever possible in helping the honors student pursue appropriate employment opportunities after graduation.

Program Requirements

The College Honors Program requires that students complete at least 12 credits of honors work as follows:

Honors Experiences (9 credits). Each honors student will work with an adviser to select a minimum 9 credit hours of Honors experiences. These can include any combination of the following:
1. Contract Course: Any 300-level or 400-level college course taught by a full-time faculty member can be modified to become an honors course. The student, with the adviser’s assistance, will draw up a proposal for increasing the rigor of a course. Course proposals should be approved by the course instructor, honors adviser, and college Honors Liaison.
2. Graduate Course: Students taking cross-listed classes can complete 500-level requirements for honors credit.
3. Honors Research: This is research conducted jointly with a full-time faculty member, which may include the honors adviser. Students register for EDB 451 - Individual Projects In Education , 1-4 credits. Course can be repeated for credit. At least 2 credits of this experience are recommended to help students prepare for the Action Research Project during the final two semesters. Students may submit proposals to present their work at regional and national research conferences.
Action Research Capstone Project (3 credits). Each honors student will complete an action research project investigating classroom practices, proposing a plan of action, and evaluating and reporting on intervention. The summer prior to practicum, honors students will generate 2-3 potential topics with the assistance of their honors adviser. During practicum, students will select a topic, design a study, pilot and revise their project methodology. During student teaching, students will register for EDB 495 - Seminar in Educational Inquiry . They will implement their proposed plan of action and write up its outcome by the end of student teaching. The project must be presented to a committee including the mentor teacher, honors adviser, student teaching supervisor (if the honors adviser is not the supervisor), and the Honors Liaison.
Honors Requirement for Student Teaching. In addition to the written requirements, education honors students must demonstrate exceptional teaching practice. Honors students will be supervised by their honors adviser. Documentation of teaching practice must include “outstanding” (3.5-4.0) evaluations from both the honors student’s mentor teacher(s) and supervisor. Such evaluations are required for eligibility for the “University Honors” distinction to be posted on the student’s diploma and transcript but are not required to receive a passing grade in student teaching.