Program Mission and Philosophy
Introduction
Admission to Teacher Education
Professional Education Core
Interdisciplinary Studies

Program Mission and Philosophy

Within the conceptual framework of the College of Education and the Department of Curriculum and Instruction the teacher preparation program for Interdisciplinary Studies in Education is designed to educate "Teachers as Instructional Leaders." The philosophical base for this theme is best explained by a set of purpose statements and a list of assumptions that are endorsed by the Interdisciplinary Studies in Education faculty. The purposes are:

1. to facilitate the learning and development of prospective teachers as they grow in their ability to promote the learning and development of children;
2. to establish a linkage of personal and professional development that is intended to assist students in internalizing ideas about learning and development; and
3. to foster the professional development of students with their own philosophies and appropriate pedagogical practices.

The Interdisciplinary Studies in Education program is evolving as a performance-based program aligned with standards that have been developed at the national level by professional organizations and learned societies. These standards enhance the philosophy, purposes and assumptions within the curriculum of the major in Interdisciplinary Studies in Education. The faculty of the Department of Curriculum and Instruction has adopted the following performance-based standards for the Interdisciplinary Studies in Education program. All students who select Interdisciplinary Studies in Education as a major area of study are expected to understand, demonstrate and be able to apply:

• the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students;
• how children learn and develop, and can provide learning opportunities that supports their intellectual, social and personal development;
• how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners;
• use a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills;
• uses individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation;
• knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom;
• knowledge of subject matter, students, the community, and curriculum goals in the planning of instruction;
• use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner;
• continuous evaluation of the effects of his/her choices and actions on others (students, parents, the learning community) through reflective practice and actively seek out opportunities to grow professionally;
• and fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well being.

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Introduction

Teacher education students admitted to Interdisciplinary Studies prior to fall 2000 complete the program of study for the major and licensure under the catalog of entry. Specific general education core courses are mandated for all students who wish to complete the Interdisciplinary Studies in Education program.

Admission to Teacher Education

Students admitted to Teacher Education must:

1.      Complete a formal application to the College of Education Teacher Education Program.

2.      Complete 30 credit hours of General Education courses including: Writing (6 hrs.); Sciences (8 hrs.); Mathematics (3 hrs); and 13 additional hours chosen from History, Humanities and Fine Arts, and Social and Behavioral Sciences.

3.      Achieve a GPA of at least 2.50 on all general education coursework attempted as reflected in the calculated grade point average excluding Developmental studies courses.

4.      Meet standardized test requirements {either ACT composite score of at least 22; or SAT. combine score of at least (20 (1020 if taken after 4/1/95); or minimum PRAXIS I scores for Reading (174, PPST or C-PPST), for Math (173, PPST or C-PPST); and for Writing (173, PPST, C-PPST)].

5.      Submit a portfolio as initiated in EDFN 2100--Orientation to the Profession of Education.

6.      Complete a successful interview with the College of Education Admission Board.

7.      Demonstrate good moral character and freedom from any condition that would impair effectiveness as a teacher1.

8.      Complete EDFN 2100--Orientation to the Profession of Education with a grade of "C" or better and EDFN 2300--Foundations for Teaching with a grade of "C" or better. (Early Childhood majors must complete FACS 2120--Foundations for Early Childhood with a grade of "C" or better.)

Because of the nature of the program, the university reserves the right to change the requirements in the teacher education program at any time when it is needed to meet state licensure standards.

Following admission to teacher education, students may declare a major in early childhood education, Interdisciplinary Studies in Education, Physical Education (K-12 licensure), Special Education.

1Applicants will achieve passing scores on an approved speech and hearing test and sign a notarized statement of character.

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Professional Education Core

EDFN 2100 Orientation to the Profession of Education (1 credit)

EDFN 2300 Foundations for Teaching (2 credits) -- Prerequisite: EDFN 2100

EDFN 3301 Issues in Education (3 credits) -- Prerequisites: Students should successfully complete EDFN 2100 and EDFN 2300

HDAL 3310 Educational Psychology (3 credits) -- Prerequisites: HDAL 2310, 2320, or 2330

SPED 3320 Exceptional Learners in Schools and Communities (3 credits)

Curriculum and Instruction Courses:

MEDA 3570 Educational Technology (2 credits) -- Prerequisites: Admission to teacher education and completion of one of the following: CSCI 1100 or Information Technology Proficiency Exam

READ 3100 Reading Instruction in the Elementary School (3 credits)

CUAI 4210 Integrated Teaching: Language Arts (3 credits) -- Prerequisites: MEDA 3570, HDAL 3310, READ 3100, and SPED 3320

CUAI 4220 Integrated Teaching: Social Studies (3 credits) -- Prerequisites: Admission to teacher education, MEDA 3570, HDAL 3310, and SPED 3320

CUAI 4310 Integrate Teaching: Mathematics (3 credits) -- Prerequisites: Admission to teacher education, CUAI 4200, CUAI 4210, CUAI 4220 and CUAI 4230. This course is taken concurrently with CUAI 4300, SCED 4320 and CUAI 4330

CUAI 4241 Performance Assessment in Clinical Settings -- Prerequisites: Admission to teacher education.  This course is to be taken concurrently with CUAI 4210, CUAI 4220, and CUAI 4310.

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Interdisciplinary Studies in Education Major:

Mathematics - Six (6) Hours Required:

MATH 1420 Logic, Problem Solving and Geometry (3 credits) -- Prerequisites: MATH 1055 or permission of instructor

MATH 1410 Number Concepts and Algebraic Structures (3 credits)

Science - Seven (7) Hours Required:

SCED 4020 Wildlife Conservation (3 credits) -- Prerequisite: Eight credits of science

SCED 4321 Exploring and Discovery in Science (4 credits) -- Prerequisites: Admission to teacher education, completion of eight credits of science, and SCED 4020 Wildlife Conservation.

Social Studies - Three (3) to Six (6) Hours Required:

GEOG 1013 Introduction to World Regional Geography (3 credits)

ECON 1050 Economics and Society (3 credits)

Language Arts - Sixteen (16) Hours Required:

READ 3000 Current Issues in Literacy (1 credit)

READ 3100 Early Literacy (3 credits)

READ 3200 Expanding Literacy (3 credits)

READ 4026 Assessment & Enhancement of Children's Literacy (3 credits)

READ 4146 Storytelling and Literacy (3 credits)

READ 4626 Library Media for Children (3 credits)

Psychology - Three (3) Hours Required:

HDAL 2325 Child and Adolescent Development for Educators (3 credits)

Two Electives not taken as part of General Education requirements from the following:

ASTR, ARTA, CUAI, ENGL, GEOL, HUMT, MATH, MUSC, PHIL, PHYS, or THEA
 

Fine Arts - Three (3) Hours Required:

PEXS 3500 Dance as a Human Experience (3 credits)

ARTA 3040Art History Survey (3 credits)

MUSC 2100 Introduction to Music (3 credits)

Clinical/Field-based Experience/Student Teaching

Phase One Clinical/Field-based Experience:

EDFN 2300 Foundations of Teaching 30

EDFN 3301 Issues in Education 32

Phase Two Clinical/Field-based Experience:

CUAI 4241 Performance Assessment in Clinical Settings -90

Phase Three Student Teaching:

CUAI 4580 Student Teaching 12 semester hours (academic credit)

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