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Department of Curriculum and Instruction

College of Education

Secondary Education
Hogan
Dr. Norma Hogan
Professor/Program Coordinator
Email: 

Undergraduate students seeking a secondary licensure earn their degrees in other colleges in the university but complete a minor in the College of Education.

Students seeking an Education Minor must complete the Admission Requirements for Teacher Education to fulfill the program requisites and must meet with an Advisor in the College of Education.

*Please see Program Requirements to view current Programs of Study for the following programs and endorsements.

Praxis Test information

Teacher Licensure Programs and Other School Service Endorsements

  • Art
  • Biology
  • Chemistry
  • Earth Science
  • English
  • French
  • Geography
  • German
  • Government
  • Health
  • History
  • Mathematics
  • Music
  • Physics
  • School Social Work
  • Spanish
  • Speech
  • Technology-Engineering
  • Theatre

Undergraduate and transfer students seeking initial teaching licensure must file a Declaration of Intent in the Office of Student Services (321 Warf-Pickel Hall) and must meet with an advisor in the College of Education Advisement Services. Students who have not filed a Declaration of Intent will not be considered for admission to any teacher education program and are not eligible to enroll in most professional education courses.  

The following link provides the Programs of Study for the secondary licensure and school service endorsement areas available through the Department of Curriculum and Instruction. Students interested in these programs must meet with an advisor in the College of Education Advisement Services. The Secondary Education program culminates with a Residency requirement.

Programs of Study

Within the conceptual framework of the College of Education and the Department of Curriculum and Instruction the mission of the secondary education program is best reflected in the theme "Teacher as reflective decision maker." Together with colleagues in the subject disciplines, the faculty in the Department of Curriculum and Instruction are committed to preparing knowledgeable, competent, ethical, and caring educators who are committed to excellence in their professional pursuits.

The faculty responsible for preparing students for K-12 and 7-12 licensure support the adoption and implementation of performance-based standards recommended by national organizations focused on the improvement of teaching and learned societies of the disciplines. As such, the student who seeks to become a teacher candidate in the Secondary Education program will:

  • understand, know and be able to demonstrate 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;
  • understand how early adolescents and young adults learn and develop, and provide learning opportunities that support their intellectual, social and personal development;
  • understand 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;
  • use individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation;
  • demonstrate knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom;
  • demonstrate 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, demonstrate reflective practice by continually evaluating the effects of his/her choices and actions on others (students, parents, the learning community), and actively seek out opportunities to grow professionally; and
  • demonstrate the ability to foster relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well being.
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