Course Offerings - Catalog 2013-14
Division of Social Studies
The purpose of the Education Program at Centre College is to provide study for undergraduate students in effective teaching including practical experiences in the classroom and other educational settings. We believe that the undergraduate college experience offers an excellent opportunity for prospective educators. Students have the opportunity to integrate their pedagogical studies within a variety of settings which include but are not limited to the following: after school programs, church settings, YMCA, museums, local/state/national parks, and/or classrooms abroad. In conjunction with these community-based opportunities, students experience a rigorous education in the liberal arts and sciences.
Our mission is for students to develop a greater understanding of and appreciation for the complexities of teaching and learning and, as alumni, to lead lives of learning, leadership, and service as effective educators.
An assumption of the Education Program is that a liberal arts education, with a solid foundation of content matter and critical reflection at its heart, is the most appropriate type of preparation for educators. By acquiring content knowledge as well as the skills of reflective teaching, students will develop into self-directed professionals in a variety of educational settings including classrooms, museums, zoos, and natural parks.
The Education Program has four principal goals:
A. to help students recognize the complexity of education in the U.S. – the nature of its assumptions, goals, organization, and problems, the nature of its students; and the nature of teaching and learning.
B. to provide experiences and information to help students decide whether a career working with children and adolescents is appropriate for them.
C. to provide beginning preparation for certification and teaching in the nation’s elementary and secondary schools by equipping them with the theoretical and practical knowledge needed by beginning teachers and educators in other settings.
D. to stress critical reflection so that educators will be able to recognize educational dilemmas, to analyze such dilemmas and problems, to formulate possible solutions and anticipate some of the consequences, and to test solutions.
Additional information and details are available from the Education Program.
OPPORTUNITIES IN EDUCATION:
Beginning with the class of 2016, students interested in pursuing a career in education can choose an Education minor. These students include: 1) students who desire to begin preparations while at Centre College for a career in K-12 teaching, and 2) students with majors other than education who plan to work with children or adolescents (particularly religion, psychology, or sociology).
Several worthwhile experiences include community-based education course work, educational internships, and study abroad offerings. Students also have the opportunity to pursue a Master’s program to obtain teaching certification at one of our partner institutions.
Centre has developed partnerships/pathway opportunities with both the Peabody College of Vanderbilt University and with the University of Louisville that will enable qualified students to enroll in a master’s degree program with initial certification in either elementary or secondary education. Students who are interested in either of the partnerships should seek advice from Education Program Faculty and attend informational sessions provided by the partner institution.
Teacher Licensure at University of Louisville
Through this partnership, students can earn a Bachelor’s degree from Centre College and a Master of Arts in Teaching (MAT) through the College of Education and Human Development (CEHD) at the University of Louisville.
Program Overview: Centre College graduates will apply for admission to the MAT program for Summer or Fall. Application deadlines are March 1st for Summer or June 1st for Fall admission. Centre College graduates who have completed the appropriate prerequisites and who are selected for admission, will complete the MAT in one year (three semesters) for a total of 30-34 graduate credit hours. Centre College graduates may choose to apply for Spring admission (October 1st application deadline), but the program will require one and one/half years to complete (four semesters).
Students who earn a Bachelor’s degree from Centre College can apply to the Master of Arts in Teaching (MAT) program at the University of Louisville to pursue a variety of certifications:
Early Elementary Education (grades P-5)
Middle Grades Education (grades 5-9)
Secondary and P-12 Education (grades 8-12)
Course Substitutions: Centre College students may choose to enroll in Centre College courses that have been selected and approved by the University of Louisville CEHD as being equivalent to CEHD course work. The courses taken at Centre that substitute for CEHD courses will count toward licensure requirements but will not reduce the 30 credit hour minimum of graduate course work required of all graduate programs. Students who successfully complete the courses below and who are admitted to the MAT program will be able to apply these courses toward Kentucky licensure requirements.
EDU 227, Practicum & Introduction to Education (for EDTP 602)
EDU 228, Educational Psychology (for ECPY 607)
EDU 333, Instructional Design for Literacy and Learning (for Early Elementary EDTP 501) OR
EDU 335, Secondary Education Planning, Evaluation, and Classroom Management (for Middle/Secondary EDTP 501)
Teacher Licensure at Peabody College of Vanderbilt University
Typically, Centre College graduates will enroll in Peabody College the summer immediately following their graduation from Centre. For those seeking special education endorsement, the M. Ed. program would then generally encompass that summer, the following fall and spring, and the following summer, so that students are available to begin work as teachers, with a master’s degree, in just over one calendar year after completing their undergraduate degrees. Students seeking a master’s degree with an elementary education endorsement may enter in either the summer or fall, with coursework continuing in the spring, summer and concluding with student teaching in the fall. Students seeking a master’s degree with a secondary education endorsement may enter in the fall or summer: students who enter in the summer typically pursue coursework in the summer and fall, student teach in the spring, and then complete any remaining course requirements the following summer. Students entering in the fall spread degree work over two academic years, with student teaching in the spring of the second year. While Centre students are not guaranteed admission into the graduate program at Peabody College, this formal partnership will help facilitate efficient and effective preparation of future teachers at this excellent institution of higher education.
The approved Centre courses and the corresponding Peabody courses are:
Requirements for certification are subject to change according to the guidelines and regulations published by the governing body (in Kentucky, the Education Professional Standards Board) in the state where a student wishes to teach. Students are advised to consult with the education faculty to help plan schedules and to review requirements for certification through partner institutions in a master’s program or preparations for another educational setting.
FacultyDonna Plummer(chair), J.H. Atkins, Danielle Dampier, Sarah Murray, Candace Wentz
Katrina Ayoub(elementary representative), Brad Hunt (secondary representative)
Requirements for the Education MinorProfessional education courses: EDU 226, 227, 228;
One of the following content courses: EDU 224, 333 (if not used below), 342, 343, 344, 345, 349, ENG 205;
One of EDU 250, 251, 330*;
One of EDU 333 (if not used above), 335, 350
*NOTE: This course (EDU 330) may be a requirement for those students who are planning to attend a partner institution for initial certification.
Education CoursesEDU 224 Fine Arts in the Elementary School-Content and Methods
This course deals with Kentucky's Fine Arts Core Content as it relates to the visual arts (two-dimensional, three-dimensional, processes, elements and design principles), to music (elements and principles) to movement (dance and rhythm) and to drama (elements). Fine arts from different cultures, periods, and styles are included. The foci of the course is 1) theories on how children learn the fine arts, 2) teaching fine arts concepts and skills to children, 3) creation and performance in the fine arts, and 4) integrating fine arts into the elementary classroom and curriculum. Prerequisite: HUM 110 and 120; EDU 227, or 228, or concurrently. Although this course emphasizes how the fine arts can be taught in the elementary classroom, students with an interest in arts for children beyond the classroom (museum and community programs, children's theatre) will benefit from the content and methods used.
EDU 226 Educational Technology
An introduction to the use of technology in the classroom. This course provides future teachers with the understanding and skills they need to successfully employ technological solutions to curricular challenges. It is expected that students will already possess a basic understanding of the more traditional educational technologies; therefore, this course focuses upon emerging technologies and computer-based resources. Successful completion of this course fulfills the computer competency requirement for Kentucky teachers. This course is open only to sophomores and juniors seeking teacher certification at Centre College or education minors.
EDU 227 Practicum and Introduction to Education
Normally at least a half of each class day is spent in local schools; the meetings of the course utilize these experiences when exploring American education. One focus of the course is educational change using the Kentucky Education Reform Act as an example. Among the major topics covered are conflicting goals and assumptions in schooling, the governance and organization of schooling, teaching as a profession, the reflective process, and desired changes in schooling. Offered only during CentreTerm.
EDU 228 Educational Psychology
A study of the theories of child and adolescent development as applied to learning and teaching. Additional topics addressed in the course include the meaning of intelligence, effective teaching strategies and motivation, and multicultural and social issues and their effects on classrooms. A required field experience connects theory and practice.
EDU 250 Costa Rica: Language Immersion and Rural Education
EDU 251 Ghana: Exploring Education and the Environment across the Globe
Within a community-based framework, students explore the state of environmental education as well as education in general for a developing nation. The course seeks to prepare not only future educators but all students as lifelong learners within a global society. Students are asked to observe and analyze another culture without being judgmental. In response to specifically framed journal questions, students have the opportunity to enhance their critical thinking skills and written communication. Collaboratively students choose environmental topics of focus such as rain capture, water purification, pollution, and/or littering to develop hands-on activities that address appropriate curriculum objectives. Students culminating work will be the implementation of their activities in a rural Ghanaian school. In addition to work in a rural Ghanaian school, students have the opportunity to learn about the culture as they interact with family members in their homestay, teach in the rural village of Avedo, and tour local/regional sites. Prerequisite: Permission of the instructor.
EDU 330 Diversity and Inclusion in the Classroom
This course enhances the knowledge base to design and adapt instruction to meet the diverse needs and learning styles of all students. Course topics include historical issues, regulations, principles of Universal Design, inclusion, collaboration, multicultural responsiveness and equitable assessments. A field component is required. Prerequisite: Admission to the Education Program or declared education minor.
EDU 333 Instructional Design: Literacy and Learning
This course provides students with foundational knowledge and experience in planning, instruction, and evaluation of student learning in accordance with national, state and local curriculum standards. Reading theory and practice serve as a critical component of learning in all content areas, and a teacher's appropriate application of reading research knowledge will inform instructional decision-making. This course includes the study of early literacy and intermediate literacy. Classroom management strategies are embedded in all components of the course. Prerequisite: EDU 227 or EDU 228; admission to the Education Program, declared education minor, or permission of the instructor.
EDU 335 Secondary Education Planning, Evaluation, and Classroom Management
A study of the general methods used in planning, teaching, and evaluating lessons and practice of these methods in classrooms and microteaching. Other topics include the use of technology in teaching, observation and reflection techniques, and unit planning. Students examine appropriate curriculum for the secondary classroom that is based on national, state and local standards. Thoeries of classroom discipline, addressing individual student needs, standardized testing, and student assessment are among other topics addressed. A field component is required. Prerequisite: EDU 227, 228 and admission to the Education Program or declared education minor.
EDU 342 Language Arts Methods
Designed to prepare students to teach language arts or English in schools, this course emphasizes the planning and implementation of curriculum along with a variety of methods to teach it. Interdisciplinary planning is stressed. Students work with state and national standards and recommendations, and they locate, evaluate, and use curricular resources including resources dealing with minority groups. Disputes and competing approaches are included. Using research findings, students develop diagnostic instructional practices, particularly related to the teaching of reading, literature, and the writing process. A field component is required. Prerequisite: EDU 336 or EDU 335 and admission to the Education Program or declared education minor.
EDU 343 Science Methods
Designed to prepare students to teach science in schools. Topics include national standards, science concepts, resources including the use of technology, instructional strategies and assessment of student knowledge and skills, and integration of science with other content areas. A field component is required. Prerequisite: EDU 336 or EDU 335 and admission to the Education Program or declared education minor.
EDU 344 Social Studies Methods
Designed to prepare students to teach social studies in schools. This course emphasizes competing approaches in both social studies curriculum and methods. Recommendations as well as state and national standards from social studies professional groups are studied. Students become aware of and able to use resources available to social studies teachers, such as ERIC, the materials of the National Archives, History Alive! and other primary sources, and materials by other groups such as those that deal with black history, local history, women's history, Native American history, Hispanic history, etc. In order to plan, teach, and assess lessons, a field component is required. Prerequisite: EDU 336 or EDU 335 and admission to the Education Program or declared education minor.
EDU 345 Math Methods
Designed to prepare students to teach mathematics in schools. The standards and methods advocated by the National Council of Teachers of Mathematics are analyzed as part of the study of changes in math curriculum and methods. In addition to studying content, topics include instructional strategies and resources, such as manipulatives, use of technology such as Geometer's Sketchpad, and assessment of student knowledge and skills. A field component is required. Prerequisite: EDU 336 and MAT 210 or EDU 335 and admission to the Education Program or declared education minor.
EDU 349 Special Methods in Education
A course dealing with curriculum, instructional stategies, technology, resources for teaching, research underlying teaching, and special methods in the student’s teaching major. Considerable time is spent in clinical experiences in local public schools in preparation for the student teaching term. Normally this course will be limited to art and foreign languages methods. Prerequisite: EDU 335 and admission to the Education Program or declared education minor.
EDU 350 Practicum and Research in Education
A course allowing students to explore special topics related to such content areas as psychology or sociology with children outside the preparation for teaching. Students complete a research project in a local school. The course also includes weekly seminars incorporating student research and professional readings in education. Prerequisite: EDU 226, EDU 227 and EDU 228; major or minor in education.
EDU 551 Elementary Student Teaching and Seminar in the Analysis of Teaching (12 credit hours)
Student teaching occurs during the long term. Weekly seminars examine such topics as analysis of teaching situations, working with parents, self-reflection, and professional expectations. Preparation of a professional development portfolio is required. Prerequisite: completion of coursework, approval of the Education Program faculty and the Teacher Education Committee.
EDU 553 P-12 Student Teaching and Seminar in the Analysis of Teaching (12 credit hours)
Candidates for P-12 certification, in their senior year, spend one long term as student teachers in cooperating schools. Student teaching must be done in at least two of the three school levels—elementary, middle, and secondary. Included is a weekly seminar devoted to the role of the teacher and the analysis of teaching. Prerequisite: Approval of the subject area program committee, the Education Program faculty, and the Teacher Education Committee.
EDU 555 Secondary Student Teaching and Seminar in the Analysis of Teaching (12 credit hours)
Candidates for secondary certification, in their senior year, spend one long term as student teachers in cooperating schools. Included is a weekly seminar devoted to the role of the teacher and the analysis of teaching. Prerequisite: Approval of the subject area program committee, the Education Program faculty, and the Teacher Education Committee.