Â鶹ÊÓƵÏÂÔØ's School of Education provides a well-rounded liberal arts background to enhance the educational experience of students in the Bachelor of Arts in Education program.
Program Highlights
- Students enter a tight-knit community of Â鶹ÊÓƵÏÂÔØ faculty and peers committed to innovative learning, diversity and the Jesuit tradition's intellectual ideas.
- Students are prepared to practice cura personalisÌý— care for the whole person — and work for social justice in their communities.
- Students will graduate prepared to collaborate with families, build classroom communities, have high expectations for all students and advocate for social change.
Hallmarks of Â鶹ÊÓƵÏÂÔØ's B.A. in Education Program
- Provides a program unique to Â鶹ÊÓƵÏÂÔØ that is grounded in Jesuit and Catholic values
- Offers a unified undergraduate teacher-education program with all concentration areas integrated into one program
- Focuses on equity guided by inquiry for the purpose of advocacy
- Embeds field experiences early and often, supporting student discernment and preparation for application
- Integrates teacher learning communities (TLCs) throughout the program
- Engages students in a yearlong internship/student teaching experience for all certification areas
What is a Reflective Scholar-Practitioner?
Â鶹ÊÓƵÏÂÔØ's School of Education defines teachers as reflective scholar-practitioners, and this perspective is interwoven into the very fabric of our program. Reflective scholar-practitioners, including our undergraduate teacher education students and our teacher education faculty, honor each and every individual as a whole person in pursuit of the truth in the context of Jesuit values.
- Reflection includes a commitment to mission-driven action.
- We value the process of learning, embrace high academic standards, and recognize that all practitioners must be scholars to be effective educators and leaders in partnership with and for the human community.
- We are committed to preparing practitioners who think on systems levels about inequality and actively work for greater justice. To this end, reflection is a valued tool essential to the multiple roles that educators, including teacher-educators, embrace.
Curriculum Overview
Â鶹ÊÓƵÏÂÔØ's B.A. in education consists of a minimum of 120 credits (depending on certification area), including the Â鶹ÊÓƵÏÂÔØ Undergraduate Core, content courses and education coursework.
Many of our students choose to study abroad. Our programs allow for a study abroad semester at Â鶹ÊÓƵÏÂÔØ-Madrid during the spring semester of a student's sophomore year. Summer abroad is also an option.
Students choose from five concentrations within the education major.
Early Childhood Education (Birth-Grade 3)
This degree is a Bachelor of Arts in Education with a concentration in early childhood education. Upon successfully completing the initial teacher certification process, the state of Missouri grants you certification in early childhood education (Birth-Grade 3).
The early childhood education program prepares and empowers highly competent, reflective professionals who are knowledgeable in their field and leaders who are known for embracing the whole child in inclusive, culturally diverse settings.
Elementary Education (Grades 1-6)
This degree is a Bachelor of Arts in Education with a concentration in elementary education. Upon successfully completing the initial teacher certification process, the state grants you certification in elementary education (Grades 1-6).
The elementary education program of study prepares reflective practitioners to become teachers in diverse elementary classrooms with a focus on social justice and equity. Throughout your time in the elementary education program, you will build a solid foundation in education, engage with current ideas in education and develop leadership qualities including risk-taking, civic responsibility and ethical character. Graduates leave the program highly qualified and well-prepared to be reflective, ethical and responsive teachers who are committed to making the world more equitable and just through their work in schools, with families/caregivers, and in the communities they serve.
Special Education for Mild/Moderate Disabilities (Kindergarten-Grade 12)
This degree is a Bachelor of Arts in Education with an emphasis in special education. Upon successfully completing the initial teacher certification process, the state grants you cross-categorical certification (Kindergarten-Grade 12).
The special education program of study prepares you to teach students with mild to moderate disabilities across various school settings. Coursework and extensive field experience equip you with the most impactful and effective skills for leading inclusive classrooms and collaborating with professionals in the field and the community. The program’s strengths-based/assets-based approach to teaching focuses on preparing highly competent, reflective professionals who understand the strengths and potential of every child in every family and advocate for quality, accessible education for all.
As a graduate of this program, you will have the tools and skills you need to create safe and inclusive learning environments for all students and be prepared to serve in roles such as:
- Special education teacher
- Resource program teacher
- Intervention specialist
- Learning disabilities special education teacher
Middle School Education (Grades 5-9)
This degree is a Bachelor of Arts in Education. Upon successfully completing the initial teacher certification process, the state grants you certification in middle school in either science, language arts, mathematics or social science (Grades 5-9).
The middle school education program is a small, personalized program that serves those who wish to teach middle school or junior high school students. Throughout your time in Â鶹ÊÓƵÏÂÔØ's middle school education program, you will obtain a sound educational background and develop leadership qualities including risk-taking, civic responsibility and ethical character. Graduates leave the program highly qualified and well-prepared to be reflective, ethical and responsive teachers who are committed to making the world more equitable and just through their work in schools and the communities they serve. While all middle school majors take required education courses, they must also complete courses for the specific subject area they intend to teach.
Secondary Education (Grades 9-12)
This degree is a Bachelor of Arts in Education. Upon successfully completing the initial teacher certification process, the state grants you certification in either English, mathematics or social science (Grades 9-12).
The secondary education program is a small, personalized program that serves those who wish to teach high school students. Throughout your time in the secondary education program, you will obtain a sound educational background and develop leadership qualities including risk-taking, civic responsibility and ethical character. Graduates leave the program highly qualified and well-prepared to be reflective, ethical and responsive teachers who are committed to making the world more equitable and just through their work in schools and the communities they serve. While all secondary majors take required education courses, they must also complete courses for the specific subject area they intend to teach.
Careers
A degree in education offers a wide range of career opportunities. While most graduates pursue a career in teaching, some choose to continue their studies in a graduate program before entering the workforce.
- Public or private schools
- Other teaching venues, such as
- Alternative schools
- Boys & Girls Clubs of America
- Camps
- Education centers (museums, zoos)
- Nonprofit organizations
- Outdoor or nature centers
- Religious centers
- Youth centers
- Before- and after-school programs
- Corporate training
- Instructional design
Job placement rates are high for graduates who have a degree in education. You can find immediate work when you graduate. Salaries can vary depending on where you live.
Fieldwork
Practical experience, classroom observations and a culminating yearlong internship/student teaching are integrated into the education curriculum experience at Â鶹ÊÓƵÏÂÔØ. Students spend a significant amount of time in urban and suburban settings throughout the program, including local public, private and charter schools.
The culminating yearlong internship/student teaching experience affords the unique opportunity to be a member of a faculty and professional learning community within a host school. Students engage in real-life teaching over a longer period of time while gaining greater knowledge of school policies and procedures, and reflective practice, leading to a more knowledgeable transition to the first year of teaching.
The School of Education houses the PRiME Center, where undergraduates can apply for additional research opportunities.
Admission Requirements
First-Year Students
Solid academic performance in college preparatory coursework is a primary criterion in reviewing a first-year applicant’s file. Â鶹ÊÓƵÏÂÔØ's admission process is standardized-test optional. "Test-optional" means that you can choose whether or not to submit ACT/SAT scores as part of your application for admission. Test scores are not required for admission or scholarships. International students are still required to demonstrate English proficiency, which may require submitting a test score.
To be considered for admission to any Â鶹ÊÓƵÏÂÔØ undergraduate program, you must be approaching graduation from an accredited high school or have an acceptable score on the General Education Development (GED) test.
Transfer
Applicants must be graduates of an accredited high school or have an acceptable score on the GED. An official high school transcript and/or official GED test scores are required only of those students who have attempted fewer than 24 credits at a regionally accredited higher education institution. Those having completed 24 credits at a regionally accredited higher education institution need only submit a transcript from previously attended college(s).
In reviewing a transfer applicant’s file, the Office of Admission holistically examines the student’s academic performance in college-level coursework as an indicator of their ability to meet the academic rigors of Â鶹ÊÓƵÏÂÔØ. The School of Education's admission committee reviews completed courses to determine which fulfill requirements for state certification.
Continuing Students
First-time students at Â鶹ÊÓƵÏÂÔØ in a college or school other than education who wish to change their major to education must complete the following before admittance:
- Assessment of disposition: teacher candidate assessment disposition-student (TCAD-S)
- Discernment conversation with an education faculty member
- 2.75 cumulative GPA
- 3.00 education GPA and any EDUC courses taken prior to admission
- 3.00 content GPA and any content courses required for certification
Please contact the School of Education's undergraduate academic advisor for more information and to obtain the major-change application form. Once accepted into the School of Education, students are assigned an academic advisor and faculty mentor. Students who change their major to education after their first semester at Â鶹ÊÓƵÏÂÔØ may need to complete additional courses and/or add time to earning their degree.
International Students
- Non-native English speakers must score a minimum of 6.5 on the IELTS, 80 on the iBT or 550 on the paper-based TOEFL exam. They must also score a 6 on the speaking section of the IELTS or the iBT, or pass an interview with personnel from Â鶹ÊÓƵÏÂÔØ’s Office of International Services.
All admission policies and requirements for domestic students apply to international students. International students must also meet the following additional requirements:
- ¶Ù±ð³¾´Ç²Ô²õ³Ù°ù²¹³Ù±ðÌýEnglish Language Proficiency
- Academic records, in English translation, of students who have undertaken postsecondary studies outside the United States must include:
- Courses taken and/or lectures attended
- Practical laboratory work
- The maximum and minimum grades attainable
- The grades earned or the results of all end-of-term examinations
- Any honors or degrees received.
- WES and ECE transcripts are accepted.
- In order to be issued an I-20 for your F-1 visa application, students must submit financial documents. Proof of financial support that must include:
- A letter of financial support from the person(s) or sponsoring agency funding the student's time at Â鶹ÊÓƵÏÂÔØ
- A letter from the sponsor's bank verifying that the funds are available and will be so for the duration of the student's study at the University
Tuition
Tuition | Cost Per Year |
---|---|
Undergraduate Tuition | $54,760 |
Additional charges may apply. Other resources are listed below:
Information on Tuition and Fees
Scholarships and Financial Aid
There are two principal ways to help finance a Â鶹ÊÓƵÏÂÔØ education:
- Scholarships: Scholarships are awarded based on academic achievement, service, leadership and financial need.
- Financial Aid: Financial aid is provided through grants and loans, some of which require repayment.
Â鶹ÊÓƵÏÂÔØ makes every effort to keep our education affordable. In fiscal year 2023, 99% of first-time freshmen and 92% of all students received financial aid and students received more than $459 million in aid University-wide.
For priority consideration for merit-based scholarships, apply for admission by December 1 and complete a Free Application for Federal Student Aid (FAFSA) by March 1.
For more information on scholarships and financial aid, visit the Office of Student Financial Services.
The following five key learning outcomes are the driving force of the curriculum in Â鶹ÊÓƵÏÂÔØ's undergraduate education program. Our program is intentionally designed to develop in each graduate an awareness and understanding of their sense of identity, sense of purpose, sense of context, sense of inquiry, and sense of Praxis as described in the Compass Themes.
- As reflective scholar-practitioners, teacher candidates will analyze the rich complexities of an individual’s identity.
- As reflective scholar-practitioners, teacher candidates will defend an evolving sense of purpose grounded in Jesuit values.
- As reflective scholar-practitioners, teacher candidates will critically examine how education is influenced by context.
- As reflective scholar-practitioners, teacher candidates will engage in critical inquiry.
- As reflective scholar-practitioners, teacher candidates will demonstrate responsive teaching praxis in service to the human community.
Code | Title | Credits |
---|---|---|
University Undergraduate Core | 32-35 | |
Concentration | 88-95 | |
Select one of the following Concentrations: | ||
Total Credits | 120-130 |
Early Childhood Education (Birth-Grade 3)
In addition to the University's core requirements, the following courses must be successfully completed:
Code | Title | Credits |
---|---|---|
EDUCÌý1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUCÌý1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUCÌý1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUCÌý1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUCÌý1030 | Introduction to Teaching: Sense of Context | 1 |
EDUCÌý1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUCÌý1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUCÌý1100 | Reimagining School and Society | 2 |
EDUCÌý1200 | Growth, Development, and Learning | 3 |
EDUCÌý1300 | Exceptional Learners | 3 |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
EDUCÌý2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUCÌý2310 | Principles of Early Childhood Education (Birth-Grade 3) | 3 |
EDUCÌý2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUCÌý2320 | Play Across the Curriculum (Birth-Grade 3) | 3 |
EDUCÌý3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUCÌý3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUCÌý3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUCÌý3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
EDUCÌý3310 | Designing, Delivering, and Documenting Integrated Curriculum for Infants and Toddlers (Birth-Age 3) | 4 |
EDUCÌý3320 | Designing, Delivering, and Documenting Integrated Curriculum for Preschoolers (Ages 3-5) | 4 |
EDUCÌý3330 | Curricular Foundations of Language and Literacy (Birth-Grade 3) | 3 |
EDUCÌý3335 | Curricular Foundations of Mathematics and Science (Birth-Grade 3) | 3 |
EDUCÌý3340 | Socially Just Pedagogy in Early Childhood Education (Birth-Grade 3) | 3 |
EDUCÌý3350 | Creative Arts for Young Children (Birth-Grade 3) | 3 |
EDUCÌý3600 | Designing, Delivering, and Documenting Integrated Mathematics/Science Curriculum (Kdg-Grade 12) | 3 |
EDUCÌý3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
EDUCÌý4000 | Collaboration in Education: Families and Communities | 3 |
EDUCÌý4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUCÌý4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUCÌý4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUCÌý4200 | Internship | 5 |
EDUCÌý4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4310 | Leadership in Early Childhood Education | 3 |
EDUCÌý4500 | Student Teaching | 8 |
Total Credits | 87 |
Elementary Education: (Grades 1-6)
In addition to the University's core requirements, the following courses must be successfully completed:
Code | Title | Credits |
---|---|---|
EDUCÌý1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUCÌý1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUCÌý1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUCÌý1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUCÌý1030 | Introduction to Teaching: Sense of Context | 1 |
EDUCÌý1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUCÌý1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUCÌý1100 | Reimagining School and Society | 2 |
EDUCÌý1200 | Growth, Development, and Learning | 3 |
EDUCÌý1300 | Exceptional Learners | 3 |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
EDUCÌý2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUCÌý2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUCÌý2400 | Literature and the Arts: A Tool for Advocacy, Equity, and Identity (Kindergarten-Grade 8) | 3 |
EDUCÌý3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUCÌý3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUCÌý3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUCÌý3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
EDUCÌý3330 | Curricular Foundations of Language and Literacy (Birth-Grade 3) | 3 |
EDUCÌý3335 | Curricular Foundations of Mathematics and Science (Birth-Grade 3) | 3 |
EDUCÌý3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUCÌý3550 | Curricular Foundations of Mathematical/Scientific Problem-Solving (Grades 4-12) | 3 |
EDUCÌý3560 | Promoting Health and Wellness Across the Elementary Curriculum | 2 |
EDUCÌý3600 | Designing, Delivering, and Documenting Integrated Mathematics/Science Curriculum (Kdg-Grade 12) | 3 |
EDUCÌý3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
EDUCÌý4000 | Collaboration in Education: Families and Communities | 3 |
EDUCÌý4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUCÌý4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUCÌý4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUCÌý4200 | Internship | 3-5 |
EDUCÌý4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4400 | Understanding and Responding to All Mathematics Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4500 | Student Teaching | 8 |
Total Credits | 76-78 |
Special Education for Mild/Moderate Disabilities: (Kindergarten-Grade 12)
In addition to the University's core requirements, the following courses must be successfully completed:
Code | Title | Credits |
---|---|---|
EDUCÌý1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUCÌý1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUCÌý1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUCÌý1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUCÌý1030 | Introduction to Teaching: Sense of Context | 1 |
EDUCÌý1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUCÌý1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUCÌý1100 | Reimagining School and Society | 2 |
EDUCÌý1200 | Growth, Development, and Learning | 3 |
EDUCÌý1300 | Exceptional Learners | 3 |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
EDUCÌý2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUCÌý2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUCÌý2400 | Literature and the Arts: A Tool for Advocacy, Equity, and Identity (Kindergarten-Grade 8) | 3 |
EDUCÌý2410 | Language Acquisition and Supports for Learners with Special Needs | 3 |
EDUCÌý3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUCÌý3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUCÌý3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUCÌý3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
EDUCÌý3330 | Curricular Foundations of Language and Literacy (Birth-Grade 3) | 3 |
EDUCÌý3335 | Curricular Foundations of Mathematics and Science (Birth-Grade 3) | 3 |
EDUCÌý3440 | Assessment to Inform Special Education Programming | 3 |
EDUCÌý3470 | Transition and Independence for Learners with Special Needs | 2 |
EDUCÌý3480 | Developing Strength-Based Class Communities in Specialized Settings | 3 |
EDUCÌý3490 | Designing and Implementing Curriculum for Learners with Mild/Moderate Educational Needs | 3 |
EDUCÌý3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUCÌý3550 | Curricular Foundations of Mathematical/Scientific Problem-Solving (Grades 4-12) | 3 |
EDUCÌý3600 | Designing, Delivering, and Documenting Integrated Mathematics/Science Curriculum (Kdg-Grade 12) | 3 |
EDUCÌý3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
EDUCÌý4000 | Collaboration in Education: Families and Communities | 3 |
EDUCÌý4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUCÌý4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUCÌý4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUCÌý4200 | Internship | 3-5 |
EDUCÌý4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4400 | Understanding and Responding to All Mathematics Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4500 | Student Teaching | 8 |
Total Credits | 88-90 |
Middle School Education Language Arts (Grades 5-9)
In addition to the University's core requirements, the following courses must be successfully completed:Ìý
Code | Title | Credits |
---|---|---|
EDUCÌý1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUCÌý1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUCÌý1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUCÌý1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUCÌý1030 | Introduction to Teaching: Sense of Context | 1 |
EDUCÌý1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUCÌý1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUCÌý1100 | Reimagining School and Society | 2 |
EDUCÌý1200 | Growth, Development, and Learning | 3 |
EDUCÌý1300 | Exceptional Learners | 3 |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
EDUCÌý2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUCÌý2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUCÌý2400 | Literature and the Arts: A Tool for Advocacy, Equity, and Identity (Kindergarten-Grade 8) | 3 |
EDUCÌý3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUCÌý3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUCÌý3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUCÌý3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
EDUCÌý3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUCÌý3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
EDUCÌý3800 | Middle School Organization and Philosophy (Grades 5-9) | 2 |
EDUCÌý4000 | Collaboration in Education: Families and Communities | 3 |
EDUCÌý4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUCÌý4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUCÌý4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUCÌý4200 | Internship | 3-5 |
EDUCÌý4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4500 | Student Teaching | 8 |
Middle School Language Arts Content Requirements | ||
ENGLÌý1900 | Advanced Strategies of Rhetoric and Research | 3 |
ENGLÌý2250 | Conflict, Social Justice and Literature | 3 |
orÌýENGLÌý2350 | Faith, Doubt and Literature | |
orÌýENGLÌý2450 | Nature, Ecology & Literature | |
orÌýENGLÌý2550 | Gender, Identity & Literature | |
orÌýENGLÌý2650 | Technology, Media & Literature | |
orÌýENGLÌý2750 | Film, Culture and Literature | |
orÌýENGLÌý2850 | Nation, Identity and Literature | |
ENGLÌý3241 | Young Adult Literature | 3 |
ENGLÌý3854 | Living Writing | 3 |
ENGLÌý3250 | British Literary Traditions to 1800 | 3 |
orÌýENGLÌý3260 | British Literary Traditions after 1800 | |
orÌýENGLÌý3270 | American Literary Traditions to 1865 | |
orÌýENGLÌý3280 | American Literatures after 1865 | |
orÌýENGLÌý3310 | World Literary Traditions I | |
orÌýENGLÌý3330 | World Literary Traditions III | |
orÌýENGLÌý3470 | Introduction to Shakespeare | |
orÌýENGLÌý3490 | 19th Century British Literature | |
ENGLÌý3500 | Literature of the Postcolonial World | 3 |
orÌýENGLÌý3500 | Literature of the Postcolonial World | |
orÌýENGLÌý3520 | African American Literary Traditions II: After 1900 | |
orÌýENGLÌý3530 | Topics in African American Literary Traditions | |
orÌýENGLÌý3540 | Literature of the African Diaspora | |
orÌýENGLÌý3550 | Native American Literature | |
orÌýENGLÌý3560 | Ethnic American Literature | |
orÌýENGLÌý3570 | Writing Sex in the Middle Ages | |
orÌýENGLÌý3590 | Nature and Literature | |
orÌýENGLÌý3591 | Monsters of Europe: Nature and Monstrosity in European Literature | |
orÌýENGLÌý3600 | Women in Literature | |
orÌýENGLÌý3610 | The City and Literature | |
orÌýENGLÌý3620 | Topics in Spirituality and Literature | |
orÌýENGLÌý3630 | Disaster Narratives | |
orÌýENGLÌý3640 | British Culture and Travel | |
orÌýENGLÌý3650 | Science Fiction | |
orÌýENGLÌý3660 | LGBTQ Literature and Culture | |
orÌýENGLÌý3700 | The Bible & Literature | |
orÌýENGLÌý3730 | Introduction to Medical Humanities, Literature | |
orÌýENGLÌý3740 | Medicine and Literature | |
ENGLÌý4100 | History of the English Language | 3 |
orÌýENGLÌý4110 | Introduction to Linguistics | |
orÌýENGLÌý4120 | Writing with Style | |
4000-level courses select 1 additional 4000 level courses to complete the content requirements | 3 | |
Total Credits | 85-87 |
Middle School Education Science (Grades 5-9)
In addition to the University's core requirements, the following courses must be successfully completed:
Code | Title | Credits |
---|---|---|
EDUCÌý1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUCÌý1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUCÌý1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUCÌý1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUCÌý1030 | Introduction to Teaching: Sense of Context | 1 |
EDUCÌý1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUCÌý1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUCÌý1100 | Reimagining School and Society | 2 |
EDUCÌý1200 | Growth, Development, and Learning | 3 |
EDUCÌý1300 | Exceptional Learners | 3 |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
EDUCÌý2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUCÌý2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUCÌý3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUCÌý3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUCÌý3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUCÌý3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
EDUCÌý3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUCÌý3550 | Curricular Foundations of Mathematical/Scientific Problem-Solving (Grades 4-12) | 3 |
EDUCÌý3600 | Designing, Delivering, and Documenting Integrated Mathematics/Science Curriculum (Kdg-Grade 12) | 3 |
EDUCÌý3800 | Middle School Organization and Philosophy (Grades 5-9) | 2 |
EDUCÌý4000 | Collaboration in Education: Families and Communities | 3 |
EDUCÌý4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUCÌý4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUCÌý4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUCÌý4200 | Internship | 3-5 |
EDUCÌý4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4400 | Understanding and Responding to All Mathematics Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4500 | Student Teaching | 8 |
Middle School Science Content Requirements | ||
BIOLÌý1240 | General Biology: Information Flow and Evolution | 3 |
BIOLÌý1245 | Principles of Biology I Laboratory | 1 |
BIOLÌý1260 | General Biology: Transformations of Energy and Matter | 3 |
BIOLÌý1265 | Principles of Biology II Laboratory | 1 |
CHEMÌý1110 | General Chemistry 1 | 3 |
CHEMÌý1115 | General Chemistry 1 Laboratory | 1 |
EASÌý1080 | Introduction to Environmental Science | 3-4 |
orÌýEASÌý2480 &ÌýEASÌý2485 | Foundations of Environmental Science and Foundations of Environmental Science Lab | |
EASÌý1420 | Introduction to Atmospheric Science | 3 |
orÌýEASÌý1430 | Introduction to the Solid Earth | |
orÌýEASÌý1450 | Introduction to Oceanography | |
PHYSÌý1310 | Physics I | 3 |
PHYSÌý1320 | Physics I Laboratory | 1 |
PHYSÌý1330 | Physics II | 3 |
PHYSÌý1340 | Physics II Laboratory | 1 |
Total Credits | 90-93 |
Middle School Education Mathematics (Grades 5-9)
In addition to the University's core requirements, the following courses must be successfully completed:
Code | Title | Credits |
---|---|---|
EDUCÌý1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUCÌý1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUCÌý1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUCÌý1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUCÌý1030 | Introduction to Teaching: Sense of Context | 1 |
EDUCÌý1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUCÌý1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUCÌý1100 | Reimagining School and Society | 2 |
EDUCÌý1200 | Growth, Development, and Learning | 3 |
EDUCÌý1300 | Exceptional Learners | 3 |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
EDUCÌý2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUCÌý2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUCÌý3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUCÌý3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUCÌý3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUCÌý3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
EDUCÌý3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUCÌý3550 | Curricular Foundations of Mathematical/Scientific Problem-Solving (Grades 4-12) | 3 |
EDUCÌý3600 | Designing, Delivering, and Documenting Integrated Mathematics/Science Curriculum (Kdg-Grade 12) | 3 |
EDUCÌý3800 | Middle School Organization and Philosophy (Grades 5-9) | 2 |
EDUCÌý4000 | Collaboration in Education: Families and Communities | 3 |
EDUCÌý4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUCÌý4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUCÌý4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUCÌý4200 | Internship | 3-5 |
EDUCÌý4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4400 | Understanding and Responding to All Mathematics Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4500 | Student Teaching | 8 |
Middle School Math Content Requirements | ||
MATHÌý1510 | Calculus I | 4 |
MATHÌý1520 | Calculus II | 4 |
MATHÌý1660 | Discrete Mathematics | 3 |
orÌýMATHÌý2660 | Principles of Mathematics | |
STATÌý1100 | Introduction to Statistics | 3 |
orÌýSTATÌý1300 | Elementary Statistics with Computers | |
orÌýSTATÌý3850 | Foundation of Statistics | |
CSCIÌý1040 | Introduction to Computer Science: Mobile Computing | 3 |
orÌýCSCIÌý1050 | Introduction to Computer Science: Multimedia | |
orÌýCSCIÌý1080 | Introduction to Computer Science: World Wide Web | |
EDUC Math Content (to be created) | 3 | |
EDUC Math Content (to be created) | 3 | |
Total Credits | 87-89 |
Middle School Education Social Science (Grades 5-9)
In addition to the University's core requirements, the following courses must be successfully completed:
Code | Title | Credits |
---|---|---|
EDUCÌý1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUCÌý1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUCÌý1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUCÌý1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUCÌý1030 | Introduction to Teaching: Sense of Context | 1 |
EDUCÌý1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUCÌý1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUCÌý1100 | Reimagining School and Society | 2 |
EDUCÌý1200 | Growth, Development, and Learning | 3 |
EDUCÌý1300 | Exceptional Learners | 3 |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
EDUCÌý2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUCÌý2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUCÌý2400 | Literature and the Arts: A Tool for Advocacy, Equity, and Identity (Kindergarten-Grade 8) | 3 |
EDUCÌý3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUCÌý3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUCÌý3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUCÌý3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
EDUCÌý3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUCÌý3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
EDUCÌý3800 | Middle School Organization and Philosophy (Grades 5-9) | 2 |
EDUCÌý4000 | Collaboration in Education: Families and Communities | 3 |
EDUCÌý4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUCÌý4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUCÌý4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUCÌý4200 | Internship | 3-5 |
EDUCÌý4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4500 | Student Teaching | 8 |
Middle School Social Science Content Requirements | ||
HISTÌý1110 | Origins of the Modern World to 1500 | 3 |
HISTÌý1120 | Origins of the Modern World (1500 to Present) | 3 |
HISTÌý1600 | History of the United States of America to 1865 | 3 |
HISTÌý1610 | History of the United States Since 1865 | 3 |
POLSÌý1150 | American Political Systems | 3 |
ECONÌý1900 | Principles of Economics | 3 |
EASÌý1170 | Physical Geography | 3 |
orÌýSOCÌý1180 | World Geography | |
PSYÌý1010 | General Psychology | 3 |
orÌýSOCÌý1100 | Introduction to Sociology | |
orÌýSOCÌý1110 | Introduction to Sociology: Diversity Emphasis | |
orÌýSOCÌý1120 | Introduction to Sociology: Diversity and Health Emphasis | |
orÌýANTHÌý1200 | Introduction to Anthropology | |
Total Credits | 85-87 |
Secondary English (Grades 9-12)
In addition to the University's core requirements, the following courses must be successfully completed:
Code | Title | Credits |
---|---|---|
EDUCÌý1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUCÌý1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUCÌý1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUCÌý1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUCÌý1030 | Introduction to Teaching: Sense of Context | 1 |
EDUCÌý1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUCÌý1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUCÌý1100 | Reimagining School and Society | 2 |
EDUCÌý1200 | Growth, Development, and Learning | 3 |
EDUCÌý1300 | Exceptional Learners | 3 |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
EDUCÌý2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUCÌý2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUCÌý3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUCÌý3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUCÌý3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUCÌý3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
EDUCÌý3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUCÌý3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
EDUCÌý4000 | Collaboration in Education: Families and Communities | 3 |
EDUCÌý4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUCÌý4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUCÌý4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUCÌý4200 | Internship | 3-5 |
EDUCÌý4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4500 | Student Teaching | 8 |
Secondary English Content Requirements | ||
ENGLÌý1900 | Advanced Strategies of Rhetoric and Research | 3 |
ENGLÌý2250 | Conflict, Social Justice and Literature | 3 |
orÌýENGLÌý2350 | Faith, Doubt and Literature | |
orÌýENGLÌý2450 | Nature, Ecology & Literature | |
orÌýENGLÌý2550 | Gender, Identity & Literature | |
orÌýENGLÌý2650 | Technology, Media & Literature | |
orÌýENGLÌý2750 | Film, Culture and Literature | |
orÌýENGLÌý2850 | Nation, Identity and Literature | |
ENGLÌý3854 | Living Writing | 3 |
ENGLÌý3241 | Young Adult Literature | 3 |
Select 2 courses from below: | 6 | |
ENGLÌý4100 | History of the English Language | |
ENGLÌý4110 | Introduction to Linguistics | |
ENGLÌý4120 | Writing with Style | |
Comp & Rhetoric 1 3xxx & 1 4xxx | 6 | |
American Lit | 3 | |
English/World Lit | 6 | |
Total Credits | 89-91 |
Secondary Mathematics (Grades 9-12)
In addition to the University's core requirements, the following courses must be successfully completed:
Code | Title | Credits |
---|---|---|
EDUCÌý1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUCÌý1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUCÌý1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUCÌý1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUCÌý1030 | Introduction to Teaching: Sense of Context | 1 |
EDUCÌý1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUCÌý1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUCÌý1100 | Reimagining School and Society | 2 |
EDUCÌý1200 | Growth, Development, and Learning | 3 |
EDUCÌý1300 | Exceptional Learners | 3 |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
EDUCÌý2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUCÌý2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUCÌý3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUCÌý3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUCÌý3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUCÌý3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
EDUCÌý3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUCÌý3550 | Curricular Foundations of Mathematical/Scientific Problem-Solving (Grades 4-12) | 3 |
EDUCÌý3600 | Designing, Delivering, and Documenting Integrated Mathematics/Science Curriculum (Kdg-Grade 12) | 3 |
EDUCÌý4000 | Collaboration in Education: Families and Communities | 3 |
EDUCÌý4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUCÌý4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUCÌý4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUCÌý4200 | Internship | 3-5 |
EDUCÌý4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4400 | Understanding and Responding to All Mathematics Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4500 | Student Teaching | 8 |
Secondary Math Content Requirements | ||
MATHÌý1510 | Calculus I | 4 |
MATHÌý1520 | Calculus II | 4 |
MATHÌý2530 | Calculus III | 4 |
MATHÌý2660 | Principles of Mathematics | 3 |
MATHÌý3120 | Introduction to Linear Algebra | 3 |
MATHÌý4410 | Foundations of Geometry | 3 |
orÌýMATHÌý4430 | Non-Euclidean Geometry | |
MATHÌý4110 | Introduction to Abstract Algebra | 3 |
orÌýMATHÌý4120 | Linear Algebra | |
STATÌý3850 | Foundation of Statistics | 3 |
CSCIÌý1060 | Introduction to Computer Science: Scientific Programming | 3-4 |
orÌýCSCIÌý1300 | Introduction to Object-Oriented Programming | |
MATHÌý4050 | History of Mathematics | 3 |
Select 1 Math Elective: | 3 | |
MATHÌý3550 | Differential Equations | |
MATHÌý4150 | Number Theory | |
MATHÌý4800 | Probability Theory | |
MATHÌý4850 | Mathematical Statistics | |
MATHÌý4870 | Applied Regression | |
Total Credits | 98-101 |
Secondary Social Science (Grades 9-12)
In addition to the University's core requirements, the following courses must be successfully completed:
Code | Title | Credits |
---|---|---|
EDUCÌý1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUCÌý1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUCÌý1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUCÌý1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUCÌý1030 | Introduction to Teaching: Sense of Context | 1 |
EDUCÌý1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUCÌý1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUCÌý1100 | Reimagining School and Society | 2 |
EDUCÌý1200 | Growth, Development, and Learning | 3 |
EDUCÌý1300 | Exceptional Learners | 3 |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
EDUCÌý2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUCÌý2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUCÌý3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUCÌý3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUCÌý3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUCÌý3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
EDUCÌý3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUCÌý3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
EDUCÌý4000 | Collaboration in Education: Families and Communities | 3 |
EDUCÌý4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUCÌý4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUCÌý4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUCÌý4200 | Internship | 3-5 |
EDUCÌý4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4500 | Student Teaching | 8 |
Secondary Social Science Content Requirements | ||
EASÌý1170 | Physical Geography | 3 |
orÌýSOCÌý1180 | World Geography | |
ECONÌý1900 | Principles of Economics | 3 |
HISTÌý1110 | Origins of the Modern World to 1500 | 3 |
HISTÌý1120 | Origins of the Modern World (1500 to Present) | 3 |
HISTÌý1600 | History of the United States of America to 1865 | 3 |
HISTÌý1610 | History of the United States Since 1865 | 3 |
Select 1 World History Elective: | 3 | |
HISTÌý1710 | China and Japan Since 1600: Samurai, Revolutionaries, Entrepreneurs | |
HISTÌý2730 | Crossroads of the World: The Middle East and North Africa Through History | |
HISTÌý3030 | The Byzantine World: Faith and Power in a Thousand-Year Empire | |
HISTÌý3170 | Colonial Latin America | |
HISTÌý3220 | Jesuits and Their Worlds | |
HISTÌý3250 | World in Conflict Since 1945 | |
HISTÌý3720 | Cultural Encounters 1500-1700 | |
Select 2 U.S. History Electives: | 6 | |
HISTÌý3480 | U.S. Civil War and Reconstruction, 1850-1877 | |
HISTÌý3580 | American Slavery | |
HISTÌý3640 | History of the American West | |
HISTÌý3660 | History of Nature in America | |
HISTÌý3700 | U.S. Constitutional History | |
HISTÌý3250 | World in Conflict Since 1945 | |
HISTÌý3480 | U.S. Civil War and Reconstruction, 1850-1877 | |
HISTÌý3500 | Progressive Era to the Jazz Age, 1890-1920 | |
HISTÌý3600 | U.S. History in Film | |
HISTÌý3640 | History of the American West | |
HISTÌý3660 | History of Nature in America | |
HISTÌý3700 | U.S. Constitutional History | |
Select 2 Political Science Courses: | 6 | |
POLSÌý1000 | Introduction to Politics | |
POLSÌý1100 | Introduction to American Government | |
POLSÌý1150 | American Political Systems | |
POLSÌý1700 | Foundations of Political Theory | |
POLSÌý2100 | The American Constitution | |
POLSÌý2200 | State and Local Politics | |
Select 2 Social Sciences: | 6 | |
ANTHÌý1200 | Introduction to Anthropology | |
PSYÌý1010 | General Psychology | |
SOCÌý1100 | Introduction to Sociology | |
SOCÌý1110 | Introduction to Sociology: Diversity Emphasis | |
SOCÌý1120 | Introduction to Sociology: Diversity and Health Emphasis | |
Total Credits | 95-97 |
Teacher Learning Community Seminars
Teacher learning community seminars (TLCs) (EDUC 1015, EDUC 1025, EDUC 2015, EDUC 3015, EDUC 3025, EDUC 4015, and EDUC 4025) are co-requisite courses, by phase, to all education courses and allow for repeatable registration. Education majors must repeat a co-requisite teacher learning community seminar until all coursework within each phase is completed.ÌýIt is recommended that majors follow the concentration area roadmap for course registration. The roadmap presents the minimum number of TLC credit hour requirements.
Non-Course Requirements and Continuation Standards
For a complete list of non-course requirements and continuation standards, see theÌý.
Note: All EDUC courses in Phase I (1000-level) and Phase II (2000-level) can be taken together (following the required prerequisite and co-requisite courses), but all Phase I and II courses must be completed and passed before beginning Phase III (3000-level) courses. All courses in Phase III must be completed and passed before beginning Phase IV (4000-level).
A 2.75 cumulative GPA is required to be in good standing in the program. A 3.00 GPA is required for all EDUC coursework and all content area course requirements to be in good standing. A final grade of "C-" in any EDUC course, or any content course required for certification, is not accepted as a passing grade. In any course with a final grade ofÌý "C-" or below, the course must be repeated and passed. Please note this may delay program completion and require additional coursework/teacher learning community seminars.
Roadmaps are recommended semester-by-semester plans of study for programs and assume full-time enrollmentÌýunless otherwise noted. Ìý
Courses and milestones designated as critical (marked with !) must be completed in the semester listed to ensure a timely graduation. Transfer credit may change the roadmap.
This roadmap should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor/mentor each semester. Requirements, course availability and sequencing are subject to change.
Early Childhood Education (Birth-Grade 3)
Year One | ||
---|---|---|
Fall | Credits | |
COREÌý1000 | Ignite First Year Seminar | 2-3 |
Cura Personalis: Self in Community | 1 | |
Eloquentia Perfecta: Written and Visual Communication | 3 | |
EDUCÌý1300 | Exceptional Learners | 3 |
EDUCÌý1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUCÌý1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUCÌý1200 | Growth, Development, and Learning (Satisfies COREÌý3600) | 3 |
EDUCÌý1015 | Teacher Learning Community Seminar (Phase I) | 1 |
Ìý | Credits | 15-16 |
Spring | ||
Ultimate Questions: Theology | 3 | |
Ways of Thinking: Aesthetics, History and Culture | 3 | |
Ways of Thinking: Quantitative Reasoning | 3 | |
Eloquentia Perfecta: Writing Intensive Attribute | Ìý | |
EDUCÌý1030 | Introduction to Teaching: Sense of Context | 1 |
EDUCÌý1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUCÌý1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUCÌý1100 | Reimagining School and Society | 2 |
EDUCÌý1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
Ìý | Credits | 16 |
Year Two | ||
Fall | ||
Ultimate Questions: Philosophy | 3 | |
Ways of Thinking: Natural and Applied Sciences | 3 | |
Equity and Global Identities: Identities in Context Attribute | Ìý | |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
EDUCÌý2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUCÌý2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
Equity and Global Identities: Dignity, Ethics, and a Just Society Attribute | Ìý | |
Ìý | Credits | 14 |
Spring | ||
Cura Personalis: Self in Contemplation | 0 | |
Eloquentia Perfecta: Oral & Visual Communication | 3 | |
Equity and Global Identities: Global Interdependence Attribute | Ìý | |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2310 | Principles of Early Childhood Education (Birth-Grade 3) | 3 |
EDUCÌý2320 | Play Across the Curriculum (Birth-Grade 3) | 3 |
EDUCÌý3335 | Curricular Foundations of Mathematics and Science (Birth-Grade 3) | 3 |
Elective | 3 | |
Ìý | Credits | 16 |
Year Three | ||
Fall | ||
EDUCÌý3330 | Curricular Foundations of Language and Literacy (Birth-Grade 3) | 3 |
EDUCÌý3340 | Socially Just Pedagogy in Early Childhood Education (Birth-Grade 3) | 3 |
EDUCÌý3310 | Designing, Delivering, and Documenting Integrated Curriculum for Infants and Toddlers (Birth-Age 3) | 4 |
EDUCÌý3320 | Designing, Delivering, and Documenting Integrated Curriculum for Preschoolers (Ages 3-5) | 4 |
EDUCÌý3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
Ìý | Credits | 15 |
Spring | ||
Eloquentia Perfecta: Creative Expression | 2-3 | |
EDUCÌý3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
EDUCÌý3600 | Designing, Delivering, and Documenting Integrated Mathematics/Science Curriculum (Kdg-Grade 12) | 3 |
EDUCÌý3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUCÌý3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
EDUCÌý3350 | Creative Arts for Young Children (Birth-Grade 3) | 3 |
EDUCÌý3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
Ìý | Credits | 16-17 |
Year Four | ||
Fall | ||
Collaborative Inquiry | 2-3 | |
EDUCÌý4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUCÌý4000 | Collaboration in Education: Families and Communities | 3 |
EDUCÌý4310 | Leadership in Early Childhood Education | 3 |
EDUCÌý4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUCÌý4200 | Internship | 5 |
Ìý | Credits | 15-16 |
Spring | ||
Cura Personalis: Self in the World | 1 | |
EDUCÌý4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUCÌý4500 | Student Teaching | 8 |
Reflection-in-Action Attribute | Ìý | |
Ìý | Credits | 13 |
Ìý | Total Credits | 120-123 |
Elementary Education: (Grades 1-6)
Year One | ||
---|---|---|
Fall | Credits | |
COREÌý1000 | Ignite First Year Seminar | 2-3 |
Cura Personalis: Self in Community | 1 | |
Eloquentia Perfecta: Written and Visual Communication | 3 | |
EDUCÌý1200 | Growth, Development, and Learning Fulfills: CORE Ways of Thinking: Social and Behavioral Sciences | 3 |
EDUCÌý1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUCÌý1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUCÌý1030 | Introduction to Teaching: Sense of Context | 1 |
Elective | 3 | |
Ìý | Credits | 15-16 |
Spring | ||
Ultimate Questions: Theology | 3 | |
Eloquentia Perfecta: Writing Intensive Attribute | Ìý | |
EDUCÌý1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUCÌý1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUCÌý1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUCÌý1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUCÌý1100 | Reimagining School and Society | 2 |
EDUCÌý1300 | Exceptional Learners | 3 |
Elective | 3 | |
Ìý | Credits | 16 |
Year Two | ||
Fall | ||
Eloquentia Perfecta: Oral & Visual Communication | 3 | |
Ultimate Questions: Philosophy | 3 | |
Ways of Thinking: Natural and Applied Sciences | 3 | |
Equity and Global Identities: Identities in Context Attribute | Ìý | |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUCÌý2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
Elective | 3 | |
Ìý | Credits | 17 |
Spring | ||
Cura Personalis: Self in Contemplation | 0 | |
Ways of Thinking: Quantitative Reasoning | 3 | |
Equity and Global Identities: Global Interdependence Attribute | Ìý | |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUCÌý2400 | Literature and the Arts: A Tool for Advocacy, Equity, and Identity (Kindergarten-Grade 8) | 3 |
Elective | 3 | |
Elective | 2 | |
Ìý | Credits | 15 |
Year Three | ||
Fall | ||
Eloquentia Perfecta: Creative Expression | 2-3 | |
EDUCÌý3330 | Curricular Foundations of Language and Literacy (Birth-Grade 3) | 3 |
EDUCÌý3335 | Curricular Foundations of Mathematics and Science (Birth-Grade 3) | 3 |
EDUCÌý3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUCÌý3550 | Curricular Foundations of Mathematical/Scientific Problem-Solving (Grades 4-12) | 3 |
EDUCÌý3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
Ìý | Credits | 15-16 |
Spring | ||
Ways of Thinking: Aesthetics, History and Culture | 3 | |
Equity and Global Identities: Dignity, Ethics, and a Just Society Attribute | Ìý | |
EDUCÌý3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
EDUCÌý3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUCÌý3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUCÌý3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
EDUCÌý3600 | Designing, Delivering, and Documenting Integrated Mathematics/Science Curriculum (Kdg-Grade 12) | 3 |
EDUCÌý3560 | Promoting Health and Wellness Across the Elementary | 2 |
Ìý | Credits | 16 |
Year Four | ||
Fall | ||
Collaborative Inquiry | 2-3 | |
EDUCÌý4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUCÌý4000 | Collaboration in Education: Families and Communities | 3 |
EDUCÌý4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUCÌý4400 | Understanding and Responding to All Mathematics Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4200 | Internship | 3-5 |
Ìý | Credits | 13-16 |
Spring | ||
Cura Personalis: Self in the World | 1 | |
EDUCÌý4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUCÌý4500 | Student Teaching | 8 |
EDUCÌý4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
Reflection-in-Action Attribute | Ìý | |
Ìý | Credits | 13 |
Ìý | Total Credits | 120-125 |
Special Education for Mild/Moderate Disabilities: (Kindergarten-Grade 12)
Year One | ||
---|---|---|
Fall | Credits | |
COREÌý1000 | Ignite First Year Seminar | 2-3 |
Cura Personalis: Self in Community | 1 | |
Eloquentia Perfecta: Written and Visual Communication | 3 | |
Ways of Thinking: Quantitative Reasoning | 3 | |
EDUCÌý1300 | Exceptional Learners | 3 |
EDUCÌý1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUCÌý1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUCÌý1030 | Introduction to Teaching: Sense of Context | 1 |
Ìý | Credits | 15-16 |
Spring | ||
Ultimate Questions: Theology | 3 | |
Eloquentia Perfecta: Writing Intensive Attribute | Ìý | |
Equity and Global Identities: Dignity, Ethics, and a Just Society Attribute | Ìý | |
EDUCÌý1200 | Growth, Development, and Learning Fulfills: CORE Ways of Thinking: Social and Behavioral Sciences | 3 |
EDUCÌý1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUCÌý1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUCÌý1100 | Reimagining School and Society | 2 |
EDUCÌý1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUCÌý1050 | Introduction to Teaching: Sense of Praxis | 1 |
Ìý | Credits | 13 |
Year Two | ||
Fall | ||
Eloquentia Perfecta: Oral & Visual Communication | 3 | |
Ways of Thinking: Aesthetics, History and Culture | 3 | |
Ways of Thinking: Natural and Applied Sciences | 3 | |
Equity and Global Identities: Global Interdependence Attribute | Ìý | |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2410 | Language Acquisition and Supports for Learners with Special Needs | 3 |
EDUCÌý2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
Ìý | Credits | 16 |
Spring | ||
Cura Personalis: Self in Contemplation | 0 | |
Ultimate Questions: Philosophy | 3 | |
Eloquentia Perfecta: Creative Expression | 2-3 | |
Equity and Global Identities: Identities in Context Attribute | Ìý | |
EDUCÌý2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUCÌý2400 | Literature and the Arts: A Tool for Advocacy, Equity, and Identity (Kindergarten-Grade 8) | 3 |
Ìý | Credits | 13-14 |
Year Three | ||
Fall | ||
EDUCÌý3335 | Curricular Foundations of Mathematics and Science (Birth-Grade 3) | 3 |
EDUCÌý3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUCÌý3330 | Curricular Foundations of Language and Literacy (Birth-Grade 3) | 3 |
EDUCÌý3440 | Assessment to Inform Special Education Programming | 3 |
EDUCÌý3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUCÌý3550 | Curricular Foundations of Mathematical/Scientific Problem-Solving (Grades 4-12) | 3 |
EDUCÌý3470 | Transition and Independence for Learners with Special Needs | 2 |
Ìý | Credits | 18 |
Spring | ||
EDUCÌý3480 | Developing Strength-Based Class Communities in Specialized Settings | 3 |
EDUCÌý3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
EDUCÌý3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUCÌý3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUCÌý3490 | Designing and Implementing Curriculum for Learners with Mild/Moderate Educational Needs | 3 |
EDUCÌý3600 | Designing, Delivering, and Documenting Integrated Mathematics/Science Curriculum (Kdg-Grade 12) | 3 |
EDUCÌý3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
Ìý | Credits | 17 |
Year Four | ||
Fall | ||
Collaborative Inquiry | 2-3 | |
EDUCÌý4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUCÌý4000 | Collaboration in Education: Families and Communities | 3 |
EDUCÌý4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUCÌý4400 | Understanding and Responding to All Mathematics Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4200 | Internship | 3-5 |
Elective | 2 | |
Ìý | Credits | 15-18 |
Spring | ||
Cura Personalis: Self in the World | 1 | |
Reflection-in-Action Attribute | Ìý | |
EDUCÌý4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUCÌý4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4500 | Student Teaching | 8 |
Ìý | Credits | 13 |
Ìý | Total Credits | 120-125 |
Middle School Education Language Arts (Grades 5-9)
Year One | ||
---|---|---|
Fall | Credits | |
COREÌý1000 | Ignite First Year Seminar | 2-3 |
Cura Personalis: Self in Community | 1 | |
ENGLÌý1900 | Advanced Strategies of Rhetoric and Research (Satisfies COREÌý1900) | 3 |
EDUCÌý1200 | Growth, Development, and Learning (Satisfies COREÌý3600) | 3 |
EDUCÌý1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUCÌý1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUCÌý1300 | Exceptional Learners | 3 |
Ìý | Credits | 14-15 |
Spring | ||
Ways of Thinking: Aesthetics, History and Culture | 3 | |
Eloquentia Perfecta: Writing Intensive Attribute | Ìý | |
EDUCÌý1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUCÌý1100 | Reimagining School and Society | 2 |
EDUCÌý1030 | Introduction to Teaching: Sense of Context | 1 |
EDUCÌý1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUCÌý1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUCÌý1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
ENGLÌý2250 or ENGLÌý2350 or ENGLÌý2450 or ENGLÌý2550 or ENGLÌý2650 or ENGLÌý2750 or ENGLÌý2850 |
Conflict, Social Justice and Literature or Faith, Doubt and Literature or Nature, Ecology & Literature or Gender, Identity & Literature or Technology, Media & Literature or Film, Culture and Literature or Nation, Identity and Literature |
3 |
Elective | 3 | |
Ìý | Credits | 17 |
Year Two | ||
Fall | ||
Eloquentia Perfecta: Oral & Visual Communication | 3 | |
Ultimate Questions: Theology | 3 | |
Equity and Global Identities: Identities in Context Attribute | Ìý | |
ENGLÌý3241 | Young Adult Literature | 3 |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUCÌý2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
Elective | 3 | |
Ìý | Credits | 17 |
Spring | ||
Cura Personalis: Self in Contemplation | 0 | |
Ultimate Questions: Philosophy | 3 | |
Ways of Thinking: Natural and Applied Sciences | 3 | |
Equity and Global Identities: Global Interdependence Attribute | Ìý | |
ENGLÌý3854 | Living Writing | 3 |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUCÌý2400 | Literature and the Arts: A Tool for Advocacy, Equity, and Identity (Kindergarten-Grade 8) | 3 |
Ìý | Credits | 16 |
Year Three | ||
Fall | ||
Ways of Thinking: Quantitative Reasoning | 3 | |
ENGL 3xxx | History & Context | 3 |
ENGL 3xxx | Culture & Critique | 3 |
EDUCÌý3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUCÌý3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUCÌý3800 | Middle School Organization and Philosophy | 2 |
EDUCÌý3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
Ìý | Credits | 16 |
Spring | ||
Eloquentia Perfecta: Creative Expression | 2-3 | |
Equity and Global Identities: Dignity, Ethics, and a Just Society Attribute | Ìý | |
ENGL 4xxx | 3 | |
ENGLÌý4120 or ENGLÌý4100 or ENGLÌý4110 |
Writing with Style or History of the English Language or Introduction to Linguistics |
3 |
EDUCÌý3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUCÌý3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUCÌý3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
Ìý | Credits | 15-16 |
Year Four | ||
Fall | ||
Collaborative Inquiry | 2-3 | |
EDUCÌý4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUCÌý4000 | Collaboration in Education: Families and Communities | 3 |
EDUCÌý4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUCÌý4200 | Internship | 3-5 |
Elective | 2 | |
Ìý | Credits | 12-15 |
Spring | ||
Cura Personalis: Self in the World | 1 | |
Reflection-in-Action Attribute | Ìý | |
EDUCÌý4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUCÌý4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4500 | Student Teaching | 8 |
Ìý | Credits | 13 |
Ìý | Total Credits | 120-125 |
Middle School Education Science (Grades 5-9)
Year One | ||
---|---|---|
Fall | Credits | |
COREÌý1000 | Ignite First Year Seminar | 2-3 |
Cura Personalis: Self in Community | 1 | |
CHEMÌý1110 | General Chemistry 1 (Satisfies COREÌý3800) | 3 |
CHEMÌý1115 | General Chemistry 1 Laboratory | 1 |
EDUCÌý1200 | Growth, Development, and Learning (Satisfies COREÌý3600) | 3 |
EDUCÌý1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUCÌý1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUCÌý1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUCÌý1040 | Introduction to Teaching: Sense of Inquiry | 1 |
Ìý | Credits | 14-15 |
Spring | ||
Eloquentia Perfecta: Written and Visual Communication | 3 | |
Ways of Thinking: Quantitative Reasoning | 3 | |
Eloquentia Perfecta: Writing Intensive Attribute | Ìý | |
EDUCÌý1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUCÌý1100 | Reimagining School and Society | 2 |
EDUCÌý1030 | Introduction to Teaching: Sense of Context | 1 |
EDUCÌý1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUCÌý1300 | Exceptional Learners | 3 |
Ìý | Credits | 15 |
Year Two | ||
Fall | ||
Eloquentia Perfecta: Oral & Visual Communication | 3 | |
Ultimate Questions: Theology | 3 | |
Equity and Global Identities: Identities in Context Attribute | Ìý | |
BIOLÌý1240 | General Biology: Information Flow and Evolution | 3 |
BIOLÌý1245 | Principles of Biology I Laboratory | 1 |
EASÌý1420 or EASÌý1430 or EASÌý1450 |
Introduction to Atmospheric Science or Introduction to the Solid Earth or Introduction to Oceanography |
3 |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUCÌý2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
Ìý | Credits | 18 |
Spring | ||
Cura Personalis: Self in Contemplation | 0 | |
Ultimate Questions: Philosophy | 3 | |
Equity and Global Identities: Global Interdependence Attribute | Ìý | |
EASÌý1080 or EASÌý2480 and EASÌý2485 |
Introduction to Environmental Science or Foundations of Environmental Science and Foundations of Environmental Science Lab |
3-4 |
BIOLÌý1260 | General Biology: Transformations of Energy and Matter | 3 |
BIOLÌý1265 | Principles of Biology II Laboratory | 1 |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
Ìý | Credits | 14-15 |
Year Three | ||
Fall | ||
Ways of Thinking: Aesthetics, History and Culture | 3 | |
PHYSÌý1310 | College Physics I | 3 |
PHYSÌý1320 | College Physics I Laboratory | 1 |
EDUCÌý3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUCÌý3550 | Curricular Foundations of Mathematical/Scientific Problem-Solving (Grades 4-12) | 3 |
EDUCÌý3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUCÌý3800 | Middle School Organization and Philosophy | 2 |
EDUCÌý3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
Ìý | Credits | 17 |
Spring | ||
Eloquentia Perfecta: Creative Expression | 2-3 | |
Equity and Global Identities: Dignity, Ethics, and a Just Society Attribute | Ìý | |
PHYSÌý1330 | College Physics II | 3 |
PHYSÌý1340 | College Physics II Laboratory | 1 |
EDUCÌý3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUCÌý3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUCÌý3600 | Designing, Delivering, and Documenting Integrated Mathematics/Science Curriculum (Kdg-Grade 12) | 3 |
Elective | 1 | |
Ìý | Credits | 14-15 |
Year Four | ||
Fall | ||
Collaborative Inquiry | 2-3 | |
EDUCÌý4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUCÌý4000 | Collaboration in Education: Families and Communities | 3 |
EDUCÌý4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUCÌý4400 | Understanding and Responding to All Mathematics Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4200 | Internship | 3-5 |
Elective | 2 | |
Ìý | Credits | 15-18 |
Spring | ||
Cura Personalis: Self in the World | 1 | |
Reflection-in-Action Attribute | Ìý | |
EDUCÌý4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUCÌý4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4500 | Student Teaching | 8 |
Ìý | Credits | 13 |
Ìý | Total Credits | 120-126 |
Middle School Education Mathematics (Grades 5-9)
Year One | ||
---|---|---|
Fall | Credits | |
COREÌý1000 | Ignite First Year Seminar | 2-3 |
Cura Personalis: Self in Community | 1 | |
MATHÌý1510 | Calculus I (Satisfies COREÌý3200) | 4 |
EDUCÌý1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUCÌý1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUCÌý1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUCÌý1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUCÌý1200 | Growth, Development, and Learning (Satisfies COREÌý3600) | 3 |
Elective | 2 | |
Ìý | Credits | 16-17 |
Spring | ||
Eloquentia Perfecta: Written and Visual Communication | 3 | |
MATHÌý1520 | Calculus II | 4 |
EDUCÌý1100 | Reimagining School and Society | 2 |
EDUCÌý1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUCÌý1030 | Introduction to Teaching: Sense of Context | 1 |
EDUCÌý1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUCÌý1300 | Exceptional Learners | 3 |
Ìý | Credits | 16 |
Year Two | ||
Fall | ||
Eloquentia Perfecta: Oral & Visual Communication | 3 | |
Ultimate Questions: Theology | 3 | |
MATHÌý1660 or MATHÌý2660 |
Discrete Mathematics or Principles of Mathematics |
3 |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUCÌý2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
Eloquentia Perfecta: Writing Intensive Attribute | Ìý | |
Elective | 1 | |
Ìý | Credits | 15 |
Spring | ||
Cura Personalis: Self in Contemplation | 0 | |
Ultimate Questions: Philosophy | 3 | |
Ways of Thinking: Natural and Applied Sciences | 3 | |
STATÌý1100 or STATÌý1300 or STATÌý3850 |
Introduction to Statistics or Elementary Statistics with Computers or Foundation of Statistics |
3 |
CSCIÌý1040 or CSCIÌý1050 or CSCIÌý1080 |
Introduction to Computer Science: Mobile Computing or Introduction to Computer Science: Multimedia or Introduction to Computer Science: World Wide Web |
3 |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
Ìý | Credits | 16 |
Year Three | ||
Fall | ||
Ways of Thinking: Aesthetics, History and Culture | 3 | |
Equity and Global Identities: Dignity, Ethics, and a Just Society Attribute | Ìý | |
EDUC MATH Content TBD | 3 | |
EDUCÌý3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUCÌý3550 | Curricular Foundations of Mathematical/Scientific Problem-Solving (Grades 4-12) | 3 |
EDUCÌý3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUCÌý3800 | Middle School Organization and Philosophy | 2 |
EDUCÌý3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
Ìý | Credits | 16 |
Spring | ||
Eloquentia Perfecta: Creative Expression | 2-3 | |
Equity and Global Identities: Identities in Context Attribute | Ìý | |
EDUC Math Content TBD | 3 | |
EDUCÌý3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUCÌý3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUCÌý3600 | Designing, Delivering, and Documenting Integrated Mathematics/Science Curriculum (Kdg-Grade 12) | 3 |
Elective | 3 | |
Ìý | Credits | 15-16 |
Year Four | ||
Fall | ||
Collaborative Inquiry | 2-3 | |
EDUCÌý4000 | Collaboration in Education: Families and Communities | 3 |
EDUCÌý4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUCÌý4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUCÌý4400 | Understanding and Responding to All Mathematics Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4200 | Internship | 3-5 |
Equity and Global Identities: Global Interdependence Attribute | Ìý | |
Ìý | Credits | 13-16 |
Spring | ||
Cura Personalis: Self in the World | 1 | |
Reflection-in-Action Attribute | Ìý | |
EDUCÌý4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUCÌý4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4500 | Student Teaching | 8 |
Ìý | Credits | 13 |
Ìý | Total Credits | 120-125 |
Middle School Education Social Science (Grades 5-9)
Year One | ||
---|---|---|
Fall | Credits | |
COREÌý1000 | Ignite First Year Seminar | 2-3 |
Cura Personalis: Self in Community | 1 | |
Ways of Thinking: Quantitative Reasoning | 3 | |
EDUCÌý1200 | Growth, Development, and Learning (Satisfies COREÌý3600) | 3 |
EDUCÌý1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUCÌý1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUCÌý1040 | Introduction to Teaching: Sense of Inquiry | 1 |
HISTÌý1110 | Origins of the Modern World to 1500 | 3 |
Ìý | Credits | 15-16 |
Spring | ||
Eloquentia Perfecta: Written and Visual Communication | 3 | |
Eloquentia Perfecta: Writing Intensive Attribute | Ìý | |
HISTÌý1120 | Origins of the Modern World (1500 to Present) | 3 |
EDUCÌý1100 | Reimagining School and Society | 2 |
EDUCÌý1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUCÌý1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUCÌý1030 | Introduction to Teaching: Sense of Context | 1 |
EDUCÌý1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUCÌý1300 | Exceptional Learners | 3 |
Ìý | Credits | 16 |
Year Two | ||
Fall | ||
Eloquentia Perfecta: Oral & Visual Communication | 3 | |
Ultimate Questions: Theology | 3 | |
Ways of Thinking: Natural and Applied Sciences | 3 | |
Equity and Global Identities: Global Interdependence Attribute | Ìý | |
HISTÌý1600 | History of the United States of America to 1865 (Satisfies COREÌý3400) | 3 |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUCÌý2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
Ìý | Credits | 17 |
Spring | ||
Cura Personalis: Self in Contemplation | 0 | |
Ultimate Questions: Philosophy | 3 | |
Equity and Global Identities: Identities in Context Attribute | Ìý | |
HISTÌý1610 | History of the United States Since 1865 | 3 |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUCÌý2400 | Literature and the Arts: A Tool for Advocacy, Equity, and Identity (Kindergarten-Grade 8) | 3 |
Elective | 2 | |
Ìý | Credits | 15 |
Year Three | ||
Fall | ||
Equity and Global Identities: Dignity, Ethics, and a Just Society Attribute | Ìý | |
POLSÌý1150 | American Political Systems | 3 |
ECONÌý1900 | Principles of Economics | 3 |
EDUCÌý3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUCÌý3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUCÌý3800 | Middle School Organization and Philosophy | 2 |
EDUCÌý3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
Elective | 3 | |
Ìý | Credits | 16 |
Spring | ||
Eloquentia Perfecta: Creative Expression | 2-3 | |
SOCÌý1180 or EASÌý1170 |
World Geography or Physical Geography |
3 |
PSYÌý1010 or SOCÌý1100 or SOCÌý1110 or SOCÌý1120 or ANTHÌý1200 |
General Psychology or Introduction to Sociology or Introduction to Sociology: Diversity Emphasis or Introduction to Sociology: Diversity and Health Emphasis or Introduction to Anthropology |
3 |
EDUCÌý3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUCÌý3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUCÌý3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
Ìý | Credits | 15-16 |
Year Four | ||
Fall | ||
Collaborative Inquiry | 2-3 | |
EDUCÌý4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUCÌý4000 | Collaboration in Education: Families and Communities | 3 |
EDUCÌý4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUCÌý4200 | Internship | 3-5 |
Elective | 3 | |
Ìý | Credits | 13-16 |
Spring | ||
Reflection-in-Action Attribute | Ìý | |
Cura Personalis: Self in the World | 1 | |
EDUCÌý4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUCÌý4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4500 | Student Teaching | 8 |
Ìý | Credits | 13 |
Ìý | Total Credits | 120-125 |
Secondary English (Grades 9-12)
Year One | ||
---|---|---|
Fall | Credits | |
COREÌý1000 | Ignite First Year Seminar | 2-3 |
Cura Personalis: Self in Community | 1 | |
ENGLÌý1900 | Advanced Strategies of Rhetoric and Research (Satisfies COREÌý1900) | 3 |
EDUCÌý1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUCÌý1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUCÌý1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUCÌý1200 | Growth, Development, and Learning (Satisfies COREÌý3600) | 3 |
EDUCÌý1300 | Exceptional Learners | 3 |
Ìý | Credits | 15-16 |
Spring | ||
Ultimate Questions: Theology | 3 | |
Eloquentia Perfecta: Writing Intensive Attribute | Ìý | |
ENGLÌý2250 or ENGLÌý2450 or ENGLÌý2550 or ENGLÌý2650 or ENGLÌý2750 or ENGLÌý2850 |
Conflict, Social Justice and Literature (Satisfies COREÌý3400) or Nature, Ecology & Literature or Gender, Identity & Literature or Technology, Media & Literature or Film, Culture and Literature or Nation, Identity and Literature |
3 |
EDUCÌý1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUCÌý1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUCÌý1030 | Introduction to Teaching: Sense of Context | 1 |
EDUCÌý1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUCÌý1100 | Reimagining School and Society | 2 |
Ìý | Credits | 13 |
Year Two | ||
Fall | ||
Equity and Global Identities: Identities in Context Attribute | Ìý | |
Ways of Thinking: Natural and Applied Sciences | 3 | |
ENGL 3xxx | (World Lit) Culture/Critique | 3 |
ENGLÌý3241 | Young Adult Literature | 3 |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUCÌý2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
Elective | 1 | |
Ìý | Credits | 15 |
Spring | ||
Cura Personalis: Self in Contemplation | 0 | |
Ultimate Questions: Philosophy | 3 | |
Eloquentia Perfecta: Oral & Visual Communication | 3 | |
Equity and Global Identities: Global Interdependence Attribute | Ìý | |
ENGLÌý3854 | Living Writing | 3 |
ENGL 3xxx | (American Lit) History & Context | 3 |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
Ìý | Credits | 16 |
Year Three | ||
Fall | ||
Ways of Thinking: Quantitative Reasoning | 3 | |
Eloquentia Perfecta: Creative Expression | 2-3 | |
ENGL 3xxx | (Comp/Rhetoric) | 3 |
ENGL 4xxx | (World Lit) | 3 |
EDUCÌý3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUCÌý3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUCÌý3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
Ìý | Credits | 16-17 |
Spring | ||
Equity and Global Identities: Dignity, Ethics, and a Just Society Attribute | Ìý | |
ENGL 4xxx | (Comp/Rhetoric) | 3 |
ENGLÌý4100 or ENGLÌý4110 or ENGLÌý4120 |
History of the English Language or Introduction to Linguistics or Writing with Style |
3 |
EDUCÌý3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUCÌý3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUCÌý3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
Elective | 3 | |
Ìý | Credits | 16 |
Year Four | ||
Fall | ||
Collaborative Inquiry | 2-3 | |
ENGLÌý4100 or ENGLÌý4110 or ENGLÌý4120 |
History of the English Language or Introduction to Linguistics or Writing with Style |
3 |
ENGL 4xxx | 3 | |
EDUCÌý4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUCÌý4000 | Collaboration in Education: Families and Communities | 3 |
EDUCÌý4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUCÌý4200 | Internship | 3-5 |
Ìý | Credits | 16-19 |
Spring | ||
Reflection-in-Action Attribute | Ìý | |
Cura Personalis: Self in the World | 1 | |
EDUCÌý4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUCÌý4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4500 | Student Teaching | 8 |
Ìý | Credits | 13 |
Ìý | Total Credits | 120-125 |
Secondary Mathematics (Grades 9-12)
Year One | ||
---|---|---|
Fall | Credits | |
COREÌý1000 | Ignite First Year Seminar | 2-3 |
Eloquentia Perfecta: Written and Visual Communication | 3 | |
Cura Personalis: Self in Community | 1 | |
MATHÌý1510 | Calculus I (Satisfies COREÌý3200) | 4 |
EDUCÌý1200 | Growth, Development, and Learning (Satisfies COREÌý3600) | 3 |
EDUCÌý1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUCÌý1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUCÌý1040 | Introduction to Teaching: Sense of Inquiry | 1 |
Ìý | Credits | 16-17 |
Spring | ||
Ultimate Questions: Theology | 3 | |
Eloquentia Perfecta: Writing Intensive Attribute | Ìý | |
MATHÌý1520 | Calculus II | 4 |
EDUCÌý1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUCÌý1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUCÌý1030 | Introduction to Teaching: Sense of Context | 1 |
EDUCÌý1100 | Reimagining School and Society | 2 |
EDUCÌý1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUCÌý1300 | Exceptional Learners | 3 |
Ìý | Credits | 17 |
Year Two | ||
Fall | ||
Eloquentia Perfecta: Oral & Visual Communication | 3 | |
Ways of Thinking: Natural and Applied Sciences | 3 | |
Equity and Global Identities: Identities in Context Attribute | Ìý | |
MATHÌý2530 | Calculus III | 4 |
MATHÌý2660 | Principles of Mathematics | 3 |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
Ìý | Credits | 17 |
Spring | ||
Cura Personalis: Self in Contemplation | 0 | |
Ultimate Questions: Philosophy | 3 | |
Equity and Global Identities: Global Interdependence Attribute | Ìý | |
MATHÌý3120 | Introduction to Linear Algebra | 3 |
MATHÌý4410 or MATHÌý4430 |
Foundations of Geometry or Non-Euclidean Geometry |
3 |
EDUCÌý2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
Ìý | Credits | 14 |
Year Three | ||
Fall | ||
Eloquentia Perfecta: Creative Expression | 2-3 | |
Equity and Global Identities: Dignity, Ethics, and a Just Society Attribute | Ìý | |
MATHÌý4110 or MATHÌý4120 |
Introduction to Abstract Algebra or Linear Algebra |
3 |
STATÌý3850 | Foundation of Statistics | 3 |
EDUCÌý3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUCÌý3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUCÌý3550 | Curricular Foundations of Mathematical/Scientific Problem-Solving (Grades 4-12) | 3 |
EDUCÌý3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
Ìý | Credits | 16-17 |
Spring | ||
Ways of Thinking: Aesthetics, History and Culture | 3 | |
CSCIÌý1060 or CSCIÌý1300 |
Introduction to Computer Science: Scientific Programming or Introduction to Object-Oriented Programming |
3-4 |
MATHÌý4050 | History of Mathematics | 3 |
EDUCÌý3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUCÌý3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUCÌý3600 | Designing, Delivering, and Documenting Integrated Mathematics/Science Curriculum (Kdg-Grade 12) | 3 |
Ìý | Credits | 16-17 |
Year Four | ||
Fall | ||
Collaborative Inquiry | 2-3 | |
MATHÌý3550 or MATHÌý4150 or MATHÌý4800 or MATHÌý4850 or STATÌý4870 |
Differential Equations or Number Theory or Probability Theory or Mathematical Statistics or Applied Regression |
3 |
EDUCÌý4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUCÌý4400 | Understanding and Responding to All Mathematics Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4000 | Collaboration in Education: Families and Communities | 3 |
EDUCÌý4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUCÌý4200 | Internship | 3-5 |
Ìý | Credits | 16-19 |
Spring | ||
Reflection-in-Action Attribute | Ìý | |
Cura Personalis: Self in the World | 1 | |
EDUCÌý4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUCÌý4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4500 | Student Teaching | 8 |
Ìý | Credits | 13 |
Ìý | Total Credits | 125-131 |
Secondary Social Science (Grades 9-12)
Year One | ||
---|---|---|
Fall | Credits | |
COREÌý1000 | Ignite First Year Seminar | 2-3 |
Eloquentia Perfecta: Written and Visual Communication | 3 | |
Cura Personalis: Self in Community | 1 | |
HISTÌý1110 | Origins of the Modern World to 1500 | 3 |
EASÌý1170 or SOCÌý1180 |
Physical Geography or World Geography |
3 |
EDUCÌý1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUCÌý1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUCÌý1020 | Introduction to Teaching: Sense of Purpose | 1 |
Ìý | Credits | 15-16 |
Spring | ||
Ultimate Questions: Theology | 3 | |
Equity and Global Identities: Global Interdependence Attribute | Ìý | |
HISTÌý1120 | Origins of the Modern World (1500 to Present) | 3 |
EDUCÌý1200 | Growth, Development, and Learning (Satisfies COREÌý3600) | 3 |
EDUCÌý1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUCÌý1030 | Introduction to Teaching: Sense of Context | 1 |
EDUCÌý1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUCÌý1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUCÌý1100 | Reimagining School and Society | 2 |
Ìý | Credits | 16 |
Year Two | ||
Fall | ||
Ways of Thinking: Natural and Applied Sciences | 3 | |
Eloquentia Perfecta: Writing Intensive Attribute | Ìý | |
PSYÌý1010 or SOCÌý1100 or SOCÌý1110 or SOCÌý1120 or ANTHÌý1200 |
General Psychology or Introduction to Sociology or Introduction to Sociology: Diversity Emphasis or Introduction to Sociology: Diversity and Health Emphasis or Introduction to Anthropology |
3 |
HISTÌý1600 | History of the United States of America to 1865 (Satisfies COREÌý3400) | 3 |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý1300 | Exceptional Learners | 3 |
EDUCÌý2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUCÌý2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
Ìý | Credits | 17 |
Spring | ||
Cura Personalis: Self in Contemplation | 0 | |
Ultimate Questions: Philosophy | 3 | |
Eloquentia Perfecta: Oral & Visual Communication | 3 | |
Equity and Global Identities: Identities in Context Attribute | Ìý | |
SOCÌý1100 or PSYÌý1010 or SOCÌý1120 or ANTHÌý1200 |
Introduction to Sociology or General Psychology or Introduction to Sociology: Diversity and Health Emphasis or Introduction to Anthropology |
3 |
HISTÌý1610 | History of the United States Since 1865 | 3 |
EDUCÌý2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUCÌý2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
Ìý | Credits | 16 |
Year Three | ||
Fall | ||
Ways of Thinking: Quantitative Reasoning | 3 | |
Eloquentia Perfecta: Creative Expression | 2-3 | |
POLSÌý1000 | Introduction to Politics | 3 |
World History Elective | 3 | |
EDUCÌý3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUCÌý3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUCÌý3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
Ìý | Credits | 16-17 |
Spring | ||
Equity and Global Identities: Dignity, Ethics, and a Just Society Attribute | Ìý | |
American History Elective | 3 | |
ECONÌý1900 | Principles of Economics | 3 |
POLSÌý1000 or POLSÌý1000 or POLSÌý1100 or POLSÌý1150 or POLSÌý1700 or POLSÌý2100 or POLSÌý2200 |
Introduction to Politics or Introduction to Politics or Introduction to American Government or American Political Systems or Foundations of Political Theory or The American Constitution or State and Local Politics |
3 |
EDUCÌý3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUCÌý3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUCÌý3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
Ìý | Credits | 16 |
Year Four | ||
Fall | ||
Collaborative Inquiry | 2-3 | |
American History Elective | 3 | |
EDUCÌý4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUCÌý4000 | Collaboration in Education: Families and Communities | 3 |
EDUCÌý4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUCÌý4200 | Internship | 3-5 |
Ìý | Credits | 13-16 |
Spring | ||
Cura Personalis: Self in the World | 1 | |
Reflection-in-Action Attribute | Ìý | |
EDUCÌý4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUCÌý4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUCÌý4500 | Student Teaching | 8 |
Ìý | Credits | 13 |
Ìý | Total Credits | 122-127 |
Roadmaps are recommended semester-by-semester plans of study for programs and assume full-time enrollmentÌýunless otherwise noted. Ìý
Courses and milestones designated as critical (marked with !) must be completed in the semester listed to ensure a timely graduation. Transfer credit may change the roadmap.
This roadmap should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor/mentor each semester. Requirements, course availability and sequencing are subject to change.
For additional admission questions, please contact:
Â鶹ÊÓƵÏÂÔØ School of Education
314-977-3292
slued@slu.edu