Education
Chair Heather A. Schilling, Kurt L. Kurtzhals, Michael J. Martynowicz, Stanley G. Pittman, Stacy S. Stetzel
The Education Department prepares students for a variety of careers that involve working with children and young adults. The department prepares teachers of ability and conviction at the early and middle childhood, middle school, high school, and all-grade levels. Each of the licensure-seeking majors is aligned with regulations determined by the Indiana Department of Education's Office of Educator Licensure and Development.
In addition, the Education Department offers a major in Educational Studies. Intended for students who are interested in a career working with children or young adults but not as a licensed teacher, this major offers a variety of focus areas including business, counseling, education, and library services.
Manchester University is accredited by the Department of Education, Division of Professional Standards, the National Council for Accreditation of Teacher Education (NCATE) and the North Central Association of Colleges and Secondary Schools.
Admission to Teacher Education and Approval to Student Teach
Information can be found in the Teacher Education Student Handbook on the Department of Education web site.
Teacher Licensing and Graduation Requirements
Candidates for an Indiana teaching license can find information on the Indiana Department of Education website (www.doe.in.gov). The application will be processed when the candidate has met the following criteria, which are subject to change by action of the Teacher Education Committee of Manchester University:
- Satisfaction of all requirements for admission to the Teacher Education program and student teaching, including the Celebrating Diversity Workshop requirement.
- A cumulative grade point average of 2.50, including a C+ or better in student teaching.
- A 2.50 grade point average in each teaching field in which the candidate wishes to be licensed.
- Conduct approval from the Office of Student Development.
- Completion of the baccalaureate degree and an approved Manchester University teacher licensing program.
- Satisfactory completion of Specialty Area Test(s) in areas of licensure.
- Successful exit interview with presentation of digital portfolio, which is evaluated on all 24 CARE goals and objectives.
- Minimum of proficient rating on each professional disposition from faculty members of the unit and/or clinical faculty.
- A current CPR/Heimlich certification (no older than one year) must be on file with Education Department.
Application deadlines may vary for the Fast Forward program. Contact the Education Department for further information.
Elementary Education Major: early and middle childhood generalist with an emphasis in mild intervetion, English learners, or high ability.
All Grade Teaching Majors: music (choral or instrumental), physical education, visual arts.
Secondary Teaching Majors: biology, chemistry, English/language arts, French, history, mathematics, physics, Spanish. An option of mild intervention, English learners, or high ability may be added to any secondary teaching major.
Detailed information regarding course requirements for all teaching certifications is available in the Office of Teacher Education or in the department of the major area.
Elementary Education Methods Block
The elementary education methods block includes EDUC 301, 325, 327, 351, and MATH 303. Prerequisites: EDUC 235, 340.
Professional Semester in Elementary Education
The courses EDUC 410 and 474, and possibly 473, 477, or 478, are included in the professional semester. The student teaching experience will be a full semester and students will return to campus once a week for evaluation, analysis and problem solving in EDUC 410.
Professional Semester in All Grade and Secondary Education
The courses EDUC 410 and 475, and possibly 477 or 479 are included in the professional semester. The student teaching experience will be a full semester and students will return to campus once a week for evaluation, analysis and problem solving in EDUC 410.
Senior Comprehensive Evaluation
The senior comprehensive evaluation for all students seeking licensing through Manchester University consists of the following components: successful completion of student teaching, the demonstration of program objectives through the student’s professional portfolio, and passage of relevant Praxis II exam(s). Elementary education majors also must pass the Reading Specialist Test. For those students not seeking licensing through Manchester University, the senior comprehensive evaluation consists of the assessment of the student’s digital portfolio included in the professional web site demonstrating proficiency in program objectives.
Baccalaureate Degree
Courses listed in parentheses are prerequisites.
Major in educational studies; 35 hours: EDUC 108, 211, 237; EDUC 223 or PSYC 224 (PSYC 110); PEAC 218 or 320; SOWK 110; four hours of EDUC 465; 12 hours from one of the four foci:
- Business: ACCT 211; BUS 111, 231, 234: COMM 260; ECON 221 or 222; NPM 201
- Counseling: PSYC 201, 225, 366: SOC 340 or 335; SOWK 274
- Education: EDUC 131, 203, 205, 216, 340, 342
- Library Services: EDUC 342; ENG 254; LIB 200, 202, 210
Courses EDUC
108 EXPLORING TEACHING AND LEARNING - 2 hours
The first course taken by all education students seeking the baccalaureate degree. Introduces prospective education majors to the education programs at Manchester University, current issues in P-12 education, educational philosophy, and challenges facing the teaching profession. Content includes professional development, decision-making, effective teaching, family involvement, culture of and in schools, professional standards, collaboration, and teachers as lifelong learners. 25 hours of field experience required.
131 INTRODUCTION TO EARLY CHILDHOOD - 3 hours
An introduction to early childhood education by studying the history, theory and characteristics of various programs for young children. Also examines the parent-teacher-child relationship. Field experience is required. Spring.
203 LEARNING THROUGH MOVEMENT - 3 hours
Course addresses the implementation of interdisciplinary instruction that includes fundamental concepts and processes of dance, theatre, and physical education. It will include methods, resources and assessment strategies for integrating dance, theatre, and physical education throughout the elementary curriculum to meet the needs of all learners. Fall.
205 CREATIVITY IN THE CLASSROOM - 3 hours
Course addresses the implementation of interdisciplinary instruction that includes fundamental concepts and basic processes of the fine arts. It will include methods, resources and assessment strategies for integrating the fine arts throughout the elementary curriculum to meet the needs of all learners. Spring.
211 THE EXCEPTIONAL LEARNER - 4 hours
This course provides a comprehensive overview of the field of special education with a major emphasis on the understanding of individual differences. The historical developments that have affected special education along with current issues and trends and the impact of legislation upon special educational practices, including inclusion, will be reviewed. The course will survey strategies for adapting education programs to educationally different children and youth. The characteristics of disabling conditions and relevant terminology will be defined, and the issues of assessment and placement will be discussed. 25 hours of field experience required.
216 BUILDING COMMUNITIES IN SCHOOLS - 3 hours
An exploration of the relationships between communities and schools in diverse settings. The course will examine the influence the community has on the school systems in that environment, paying close attention to poverty, culture, and family dynamics. C-3RC
223 CHILD DEVELOPMENT (W) - 3 hours
A study of the physiological, intellectual, sociological and psychological factors influencing the child from the time of conception to puberty. Field experience is required. Spring.
237 EDUCATIONAL PSYCHOLOGY - 4 hours
Application of theories of learning. Content develops an awareness of the growth and development of learners from early childhood through adolescence. A systematic examination of best practices through action research will be included. 25 hours of field experience required. Required for sophomores seeking entry into the Teacher Education Program. Prerequisites: EDUC 108.
240 LEARNERS WITH HIGH ABILITY - 3 hours
Students will explore the social and emotional predispositions, characteristics, and needs of high ability youth. Best practices for identifying the inherent leadership and entrepreneurial capacities of high ability students and helping them develop those personal traits and capacities to their fullest potential will be studied and applied. Field experience required. Prerequisite: EDUC 211. Fall.
245 EDUCATIONAL ASSESSMENT - 4 hours
This course will help preservice teachers to better understand their own implicit theories behind testing, while helping them to identify effective testing practices. This course also acquaints students with current controversies, research methods, and applied issues in instruction and assessment. 25 hours of field experience required. Prerequisite: EDUC 237.
263 LEARNERS WITH MILD DISABILITIES - 3 hours
An in-depth study of the characteristics and causes of mild disabilities, including psychological, environmental and cultural factors. Prerequisite: EDUC 211. Spring.
301 CORRECTIVE READING - 3 hours
Study of the informal and formal assessment of children’s reading disabilities, uses and interpretation of standardized and teacher constructed tests, and an emphasis on remedial techniques. Includes tutoring experience in diagnosis and correction. Taken as part of the Elementary Methods Block. Prerequisite: EDUC 237 and 340. Fall.
310 PRACTICUM IN ELEMENTARY EDUCATION - 3 hours
Practical experience in the public school classroom under the direction of a classroom teacher and University representative. The student will assume approximately one-half of the responsibilities of the classroom teacher. Outside readings related to the level of instruction will complement the daily experience in the classroom. Prerequisite: approval of the department chair.
315 MILD INTERVENTIONS: STRATEGIES FOR INSTRUCTION - 3 hours
Examination of curriculum, effective teaching methods, and materials appropriate to teach learners with mild disabilities. Prerequisites: EDUC 211, 263. Fall.
340 LITERACY BLOCK - 8 hours
Integrated study of the language arts. Emergence and development of listening, speech, writing and reading, including word recognition and comprehension strategies. Includes the evaluation and use of instructional and recreational reading materials, methods, curriculum, assessment and computer applications. Requires participation in school classrooms and wide reading in children’s literature. Prerequisite: EDUC 237. Spring.
342 LITERACY IN THE CONTENT AREAS - 4 hours
An overview of literacy skills and reading strategies. This course is intended for secondary education and P-12 education majors with an emphasis on engaging readers in textbook reading using research-based reading strategies. Students enrolled in the course will demonstrate performance of literacy standards through planning developmentally appropriate reading instruction. Prerequisite: EDUC 237.
344 ASSESSING AND IDENTIFYING HIGH ABILITY LEARNERS - 3 hours
An in-depth study of the identification of high ability students and the basis for educating high ability students. Field experience required. Prerequisite: EDUC 211. Spring
346 INSTRUCTIONAL METHODOLOGIES FOR TEACHING HIGH ABILITY LEARNERS - 3 hours
Differentiation and other instructional methodologies to serve the learning needs and styles of high ability learners will be addressed. Models of best practices based on research may include various models of teaching such as information-processing models of teaching/learning, social dynamics of teaching, personal and behavioral models, individual differences, learning styles, and underlying research literature. Field experience required. Prerequisite: EDUC 211 and 240. Fall.
348 JUNIOR HIGH/MIDDLE SCHOOL - 3 hours
A study of the growth and development of students in grades 5-9 and the characteristics of a junior high/middle school program that meets their needs. Must be taken the fall semester immediately prior to student teaching. Field experience is required. Prerequisite: EDUC 237. Fall.
350 ASSESSMENT AND IMPLEMENTATION OF MILD INTERVENTIONS - 3 hours
Informal and formal testing, individual educational programs, classroom management and organization to meet the educational needs of learners. Prerequisites: EDUC 211, 263. Spring.
352 ADOLESCENT EXCEPTIONAL LEARNERS - 3 hours
The study of adolescents with exceptionalities, and direct application of methods, materials, technology, management and assessment of students who experience difficulties in literacy and learning in content areas. Field experience required. Must be taken the fall semester prior to student teaching. Prerequisite: EDUC 237. Fall.
355 CLASSROOM MGMT/CONFLICT RESOLUTION: ELEMENTARY SCHOOLS - 4 hours
The study of current models of classroom discipline and conflict resolution and mediation in schools. Students will learn strategies to manage individual and group behavior and practice skills and processes for effectively resolving and/or mediating conflicts. Taken as part of the Elementary Methods Block. 25 hours field experience required. Prerequisites: EDUC 237, 340.
357 CLASSROOM MGMT/CONFLICT RESOLUTION: SECONDARY SCHOOLS - 4 hours
The study of current models of classroom discipline and conflict resolution and mediation in schools. Students will learn strategies to manage individual and group behavior and practice skills and processes for effectively resolving and/or mediating conflicts. Taken semester prior to student teaching. 25 hours field experience required. Prerequisite: EDUC 237 and 342.
362 LITERACY AND ENGLISH LEARNERS - 2 hours
Course addresses the study and application of methods of teaching English Learners (EL). It will include principles of language learning, and their impact on content learning, how to teach specific language skills, and how to design EL courses, and language assessment tools. Future elementary teachers will develop multicultural awareness as they develop linguistic and cultural sensitivities required to adapt to EL at all stages of cultural integration. Field experience may be required. Prerequisites: EDUC 237. Concurrent enrollment in EDUC 340.
405 INTEGRATED METHODS OF ELEMENTARY EDUCATION - 4 hours
This course is designed to provide the elementary education major with planning and instructional strategies necessary for exemplary language arts, social studies, and science instruction in the classroom. Attention will be made to those strategies that might be used for integrated instruction as well as instruction of each area as separate and distinct disciplines. Prerequisite: EDUC 340.
410 THE TEACHER IN TODAY’S SCHOOL - 2 hours
An examination of critical issues facing teachers in today’s schools. Topics are variable but will include classroom management, legal rights and responsibilities of teachers, and career service assistance. Taken concurrently with student teaching. Spring.
444 GENERAL METHODS FOR ADOLESCENT LEARNERS - 4 hours
The study of curriculum, methods and materials, computer applications and teacher assessment of student learning for grades 5-12. Must be taken in January prior to student teaching. Three week placement in diverse classroom is expected. Prerequisites: EDUC 237, 357. January.
465 INTERNSHIP - 3-6 hours
Students with junior or senior status will be placed with professionals in work environments related to their educational goals. This experience will extend knowledge to application in the actual career. The student will be supervised by a professional employed in the respective environment. May be repeated once in a different work environment for a maximum of six hours of credit. Prerequisite: consent of the department chair.
471 ENGLISH LEARNERS STUDENT TEACHING - 6 hours
Full-time teaching experience in the public school setting under the direct supervision of a teacher or coordinator responsible for differentiating instruction to English learners. Involvement is increased until the candidate assumes the responsibilities of the high ability educator. Must be complemented with a similar experience in EDUC 474 or 475. Prerequisites: EDUC 211, 340, 362.
472 HIGH ABILITY STUDENT TEACHING - 6 hours
Full-time teaching experiences in the public school setting under the direct supervision of a teacher or coordinator responsible for differentiating instruction to high ability learners. Involvement is increased until the candidate assumes the responsibilities of the high ability educator. Concurrent enrollment in one of the following courses: EDUC 473, 474, 475, 477, or 479. Prerequisites: EDUC 211, 305, 344, 346.
473 EARLY CHILDHOOD STUDENT TEACHING - 3-6 hours
Supervised teaching experience in nursery schools, day care centers, Head Start, kindergarten, first, second or third grade under college faculty and early childhood personnel supervision. Fee required. Prerequisites: EDUC 130, EDUC 327. Spring.
474 ELEMENTARY STUDENT TEACHING - 7 or 13 hours
Full-time teaching experiences in the public schools. Initial experiences include observing the classroom teacher and working with small groups. These experiences are gradually expanded until the student is in complete charge of the learning experiences of an elementary education. Prerequisites: Methods Block. Fee required. Spring.
475 HIGH SCHOOL STUDENT TEACHING - 7 or 13 hours
Full-time teaching experiences in the public schools. Following a brief observation experience, the student assumes the responsibilities of the regular classroom teacher under that teacher’s direction. Students are expected to observe classes other than those of the cooperating teacher. Taken as a part of the professional term in secondary education. Prerequisites: one of the following EDUC 444; MUS 310, 360; MODL 354. Fee required. Spring.
477 JR HIGH/MIDDLE SCHOOL STUDENT TEACHING - 3 or 6 hours
Full-time teaching experiences in the public schools. Experiences are expanded until the student assumes the responsibilities of the regular classroom teacher. Must be complemented with a similar experience in EDUC 474 or 475. Prerequisites: EDUC 348; one of the following EDUC 444; MUS 310, 360; MODL 354. Fee required.
478 MILD INTERVENTION STUDENT TEACHING - 6 hours
Full-time teaching experiences in the public school special education classroom. Involvement is increased until the student assumes the responsibilities of the special education teacher. Must be complemented with a similar experience in EDUC 474. Prerequisites: Methods Block. Fee required. Spring.
479 ALL GRADE STUDENT TEACHING - 13 hours
Full-time teaching experience in the public schools. Following a brief observation experience, the student assumes the responsibilities of the regular classroom teacher under the teacher’s direction. All students will have experiences at two different grade levels. Taken as part of the professional semester. Prerequisites: one of the following: EDUC 444; MUS 310; MUS 360. Fee required.
380 or 480 SPECIAL PROBLEMS - 1-4 hours
A student who has demonstrated ability to work independently may propose a course and pursue it with a qualified and willing professor. The department chair and the vice president and dean for academic affairs must also approve. A set of guidelines is available at the Office of the Registrar.
385 or 485 SEMINAR - 1-4 hours
An in-depth consideration of a significant scholarly problem or issue. Students pursue a supervised, independent inquiry on an aspect of the topic and exchange results through reports and discussions.