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Department of Education

The Department of Education, in cooperation with the other University departments and through its own curriculum development, implements professional career preparation programs in teaching, including Early Childhood, Elementary, Middle School, Secondary, and Special Education. Through these programs, it provides for the spiritual, intellectual, cultural, physical, and emotional development of the Christian educator--one who is dedicated to the improvement of and service to the student and local and world communities.

DEPARTMENT THEME: "Caring, Committed, Competent Educators Shape the Future"

Accreditation

All Teacher Education Programs at Evangel University are accredited by the National Council for Accreditation of Teacher Education (NCATE: now functioning as CAEP) and are approved by the Missouri State Department of Elementary and Secondary Education.

Conceptual Framework of the Teacher Education Programs

  1. Academic Preparation: An educator is academically prepared in the following areas:
    1. General Education: The prospective educator explores new areas of interest, broadens his or her intellectual background, and integrates areas of knowledge through the understanding of similarities and differences in various fields of study.
    2. Pedagogy: An effective educator demonstrates appropriate pedagogical competencies involved in planning, using resources, utilizing time, maintaining a behavior management plan, providing a safe and positive learning environment, demonstrating sensitivity to differences, communicating effectively, using effective teaching strategies, and using appropriate assessment techniques.
    3. Content Area: An effective educator has expertise in one (or more) specific content area(s).
  2. Professionalism: An educator is a positive role model, acts in ways that respect the values of the subject matter and students he or she teaches, and demonstrates high ethical standards as a professional.
  3. Wellness: An educator demonstrates a lifestyle that evidences physical, emotional, intellectual, and spiritual wellness.
  4. Cultural Competence: An educator exhibits a knowledge and an appreciation for diversity and possesses social awareness and compassion for human need.

THE TEACHER EDUCATION GRADUATE OF EVANGEL EXHIBITS THE FOLLOWING:

  1. Has enthusiasm for the discipline
  2. Appreciates multiple perspectives
  3. Appreciates and respects diversity and individuality and believes that all students can learn
  4. Is prepared for class
  5. Is a thoughtful and responsive listener
  6. Recognizes professional responsibility to engage in appropriate professional practices and development
  7. Respects privacy and confidentiality
  8. Is a life-long learner committed to continuous learning
  9. Is sensitive to community
  10. Is willing to give and receive help and is willing to work with others
  11. Makes others feel valued
  12. Encourages and supports colleagues

THE CONCEPTUAL FRAMEWORK OF THE TEACHER EDUCATION PROGRAM ENCOMPASSES THE FOLLOWING MISSOURI STANDARDS FOR PROFESSIONAL EDUCATORS:

  1. The teacher understands the central concepts, structures, and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for all students.
  2. The teacher understands how students learn, develop and differ in their approaches to learning. The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students.
  3. The teacher recognizes the importance of long-range planning and curriculum development. The teacher develops, implements, and evaluates curriculum based upon standards and student needs.
  4. The teacher uses a variety of instructional strategies to encourage students' critical thinking, problem solving, and performance skills including instructional resources.
  5. The teacher uses an understanding of individual and group motivation and behavior to create a learning envirnoment that encourages active engagement in learning, positive social interaction, and self-motivation.
  6. The teacher models effective verbal, nonverbal, and media communication techniques with students and parents to foster active inquiry, collaboration, and supportive interaction in the classroom.
  7. The teacher understands and uses formative and summative assessment strategies to assess the learner's progress, uses assessment data to plan ongoing instruction, monitors the performance of each student, and devises instruction to enable students to grow and develop.
  8. The teacher is a reflective practitioner who continually assesses the effects of choices and actions on others. The teacher actively seeks out the opportunities to grow professionally in order to improve learning for all students.
  9. The teacher has effective working relationships with students, parents, school colleagues, and community members.

Education Department Programs

The Department of Education offers teacher preparation programs leading to certification in the following areas:

Early Childhood Education/Elementary - Birth-Grade 6
Elementary Education - Grades 1-6
Elementary/Middle School - Grades 1-6 and 5-9
Special Education/Mild Moderate Cross Categorical Disabilities - K-12

Middle School Education - Grades 5-9
Middle School/Secondary - Grades 5-12

- Language Arts (English)
- Mathematics
- Science
- Social Studies
- Business
Secondary Education – Grades 9-12 
- Biology
- Business
- Chemistry
- Journalism                                                                                                                                                                 - Theatre/Speech
- English
- Mathematics
- Social Sciences
-K-12 Programs
- Art
- French
- Music Education 
- Physical Education
- Spanish
- TESOL

Admission To Teacher Education

The Teacher Education Program consists of the following five benchmarks/levels of assessment: Entry level, Mid-program level I, Mid-program level II, Exit level and licensure, and post-graduation level.  Students must meet specific requirements at each level.

Students are monitored before enrolling in EDUC 225 (Introduction to Curriculum and Instructional Planning) and EDUC 220, the first field experience. Advisors are directed to check that a student has a cumulative GPA of 2.75 before approving his or her registration in the course. During this course, application to the program is completed. At the end of the course, students are granted initial admission to the program if they meet the criteria listed below. Exceptions can be made for registration in EDUC 225 and 220 if appeal is made to the Education Department Chair. However, full admittance to the program is not granted until all requirements are met.

Students transferring in more than 45 hours will be granted provisional status in the education department during their first semester at Evangel providing the incoming GPA is 2.75 or above and the student has a course equivalent to EDUC 225.  The transfer student will need to take the state required tests, complete and submit an application to the education program, and review the Education Department Handbook within the first semester of transfer to Evangel.  The Standards and Approval committee will review the application during the first semester at Evangel and update the student status in the Education Department.

I. Entry Level - Provisional Admittance

A. Criteria for Provisional Admittance
The student must

  1. Achieve a 2.75 or above cumulative grade point average. 
  2. Achieve a minimum grade of B in EDUC 220-Level I Field Experience.
  3. Obtain a satisfactory recommendation from the cooperating teacher for EDUC 220
    (practica evaluation).
  4. Have completed a plan of his or her major teaching field program(s) in cooperation with the advisor. A copy of the plan is to be kept by the applicant and by the advisor.
  5. Secure satisfactory recommendations from the faculty advisor.
  6. Obtain a satisfactory recommendation from the Vice President for Student Development.
  7. Complete state required tests for entry into the program.
  8. Successfully complete/pass a background check.
  9. Complete the Missouri Educator Profile (MEP) Assessment

B. How to Make Application

Application for provisional admittance to teacher education is made in EDUC 225-Introduction to Curriculum and Instructional Planning. This class is prerequisite to all teacher certification courses unless an equivalent course has been transferred from another college. Applications for admittance are available in the Department of Education office.

Transfer students who have previously completed courses equivalent to EDUC 225-Introduction to Curriculum and Instructional Planning and EDUC 220-Level I Field Experience should apply for admission immediately. Transfer students should note that a minimum grade of B in the course EDUC 220-Level I Field Experience or its equivalent is required for admittance to the teacher education program. Junior transfers with a minimum grade point average of 2.75 will be permitted to enroll provisionally in teacher education courses for one semester to give the Teacher Education Committee on Standards and Approval time to process the application. Transfer students should complete the state required tests early in the first semester of residence at Evangel.

All Education major transfer students must plan to complete at least three semesters at the University. Two semesters are required to meet the minimum 30-credit-hour residency requirement for a degree before one can enroll for the third semester (student teaching). No more than 50 percent of the professional education courses will be accepted in transfer.

C. Action of the Teacher Education Committee on Standards and Approval

The Teacher Education Committee on Standards and Approval acts on the data collected about candidates relating to their qualification for admission. When the student first makes application, three statuses are possible: 1) approval, which indicates the student has not only met the requirements listed above but also has met the mid-program level requirements (see below); 2) provisional approval, which indicates the student may enroll in teacher education courses, and 3) denial of approval, which indicates that deficiencies exist which prevent approval. Students may reapply after one semester when the deficiencies are removed. Deficiencies may be removed by retaking state required tests, retaking a practicum, or raising the GPA.  Any exceptions to these guidelines require written approval of the Education Department Chair.

II. Mid Program Level I - Admittance to Teacher Education

Upon completion of EDUC 225 and 220, candidates are placed in the program as approved or provisionally accepted. Provisional acceptance is assigned to students who have passed at least three parts of the state required competency tests or who have not met all other requirements. Full admittance is granted if all of the following criteria are met. The Education Department Office staff, the Education Department Chair, and advisors regularly monitor denied or provisionally accepted students. Status records are updated at the end of each semester and available to all advisors.

A. Criteria for Admittance or Continuance in Program

The student must

  1. Have been provisionally or fully admitted to Teacher Education.
  2. Maintain at least a 2.75 grade point average.
  3. Have passed English proficiency exam.
  4. Achieve a grade of A or B in all practica.
  5. Secure a satisfactory recommendation from the faculty advisor, Education Department Chair and the Vice President for Student Development.
  6. Have satisfactory recommendations from all public school supervising teachers of practica (practica evaluations). 
  7. Have satisfactory recommendations from all university supervisors of practica.
  8. Meet all assessment checkpoints satisfactorily.
  9. Have passed all parts of state required competency tests.

B. Action of the Teacher Education Committee on Standards and Approval

The Teacher Education Committee on Standards and Approval acts on the data collected about candidates relating to their qualification for admission. Three statuses are possible: 1) approval, which indicates that all criteria are satisfactory, 2) continued provisional approval, which indicates that some deficiencies are present and the applicant may have until the end of the junior year to clear up the deficiencies (he or she may enroll in teacher education courses), or 3) denial of approval, which indicates that deficiencies prevent the student's proceeding in the program. Students may choose to reapply when deficiencies are removed by raising the GPA, retaking the state required tests, retaking a practicum, or completing or retaking the required math or composition course.

III. Mid Program Level II - Prior to Student Teaching

A. Criteria for Admittance

  1. Have a 2.75 cumulative GPA by the end of the semester prior to application (as of the 2017-2018 catalog).
  2. Have a 3.0 GPA in the content area certification and a 3.0 GPA in Professional Education courses, with no Education course grade lower than a C-.
  3. Have removed all deficiencies if he or she was provisionally accepted into the Teacher Education Program.
  4. Have maintained good character and demonstrated appropriate professional growth as evidenced by practicum evaluations and dispositions checklist.
  5. Have the recommendation of the Chair of the Department of one's major.
  6. Have completed a total of 92 semester credits.
  7. Have completed all General Methods and Specialty Methods coursework prior to student teaching.
  8. Have completed all the required courses in the chosen major.
  9. Have been approved admittance to student teaching by the Teacher Education Committee on Standards and Approval. 
  10. Have achieved a grade of A or B in all practica.
  11. Have taken all appropriate state required content assessments.

 

The Student may reapply for student teaching after completing required courses and/or retaking required courses.

B. Procedure for Making Application for Student Teaching

  1. Application forms are available in the Education office. These forms must be turned in by February 1st prior to the year of student teaching.
  2. After completion, the application forms must be turned in to the Department of Education office. The application forms include 1) a cover letter and resume, 2) the appropriate degree program sheet signed by the Chair of the major department and the student's advisor, 3) a recent picture of a good quality.
  3. Each student is required to obtain substitute certification through the Missouri Department of Elementary and Secondary Education.
  4. Placement for student teaching outside of a 50 mile radius of Evangel University is not permitted unless significant extenuating circumstances exist.  Students who believe a significant extenuating circumstance exists should contact their academic advisor to review the process necessary to request an exception. A request must be submitted by February 1, with the student teaching application.

C. Action of the Committee on Standards and Approval

Applicants for admission to student teaching are notified in writing as to the action of the Teacher Education Committee on Standards and Approval. The applicant is either approved or denied. In case of denial, reasons or deficiencies are specified. If these are remedied, the student may re-apply when reasons or deficiences are resolved.

An applicant who wishes to appeal the decision of the Committee on Standards and Approval may do so in writing. This appeal shall be filed with the Chair of the Department of Education and presented to the Teacher Education Committee for review.  Appeals to the decision of the Teacher Education Committee may be filed with the Vice President for Academic Affairs.   

If a student is approved for student teaching, the Department of Education will assign placement and inform the student of the assignment. The cooperating teacher and the school principal receive copies of the student's credentials.

A non-Evangel graduate wishing to be certified for teaching must

  1. Complete 15 semester hours at the University, after which he or she will be processed for admission to the Teacher Education Program using the criteria required of all Evangel students.
  2. Have graduated from an accredited college. 
  3. Complete an individual program of coursework identified to meet state requirements. 

IV.  Exit Level - Program Completion

A. Criteria for Exit Level - Program Completion - Teacher Licensure
The student must

  1. Have achieved a grade of A or B in student teaching.
  2. Have completed all courses required for the degree and for teacher certification.
  3. Have completed a state required content assessment.
  4. Have a cumulative GPA of 2.75 or above and a GPA of 3.0 or above in the content area certification and in professional education courses.
  5. Have no grade below C- in any Education course.
  6. Have completed a program evaluation.
  7. Have completed a follow-up self-evaluation.
  8. Have completed a State of Missouri background check.
  9. Have completed required assessments during student teaching.

Students are considered to have completed the program with the fulfillment of all of the above criteria.

B. Criteria for licensure
The student must

  1. Have a passing score on the appropriate state required content assessments.
  2. Have passed the background check administered through the Department of Elementary and Secondary Education for the State of Missouri.
  3. Have been granted a Bachelor's degree by the University.
  4. Received a passing score on all parts of the Missouri Pre Service Teacher Assessment (MoPTA).

RECOMMENDATION FOR CERTIFICATION

Final recommendation for certification in the State of Missouri is determined by satisfactory completion of college course work required for graduation and certification.

Content Assessment - All students are required to take the Missouri Content Assessment in the specialty area (see Criteria for Licensure) and achieve the mandated score before receiving recommendation for certification.

V. Post Graduation Level

The following assessments are administered to graduates of an Education program and their employers/supervisors one year after the students' completion of the program:

  1. Graduate Evaluation
  2. Employer Evaluation (sent to principal or employer)

Elementary Education

General Requirements for Elementary Education Majors

The Elementary Education major who takes the required 8 credits in natural science, 5 credits in mathematics, and 3 credits in geography automatically meets the Bachelor of Science degree requirements of Evangel University. Elementary Education majors who want the Bachelor of Arts degree must include two semesters of a foreign language (or the equivalent as demonstrated by proficiency testing) in addition to the mathematics, science, and geography requirements. The science requirements must include one course in physical or earth science and one course in a biological science with both courses having laboratory components. The 5 credits of mathematics are met by MATH 120 and MATH 121. 

Elementary Education majors must complete English Composition at the COMM 205 level.  If the student tests into COMM 205, he or she need take only COMM 205 to meet the English Composition requirement.  

Other General Education (Core Curriculum) requirements are identified on the Elementary Educatin degree sheet.

Professional Education requirements for Elementary Majors 

Elementary Education

Professional Requirements

Course Number

Course Title

Course Credit

EDUC 225

Introduction to Curriculum and Instruction Planning

3

EDUC 226

Instructional Strategies and Techniques in Elementary Education

3

EDUC 251

Foundations of Language and Literacy

3

EDUC 271

Education of the Exceptional & English Language Learner

3

EDUC 329

Interdisciplinary Learning

3

EDUC 330

Children’s Literature

3

EDUC 332

Methods for Teaching Elementary Math

3

EDUC 351

Analysis and Correction of Reading Difficulties

3

EDUC 370

Science & Social Studies for Teachers

3

EDUC 421

Effective Engagement of the Learner

3

EDUC 427

Seminar in Student Teaching

2

EDUC 434

Assessment and Data-Based Decision Making

3

EDUC 451

English Language Arts Methods for Elementary Educators

3

ICST 350

Global Connections

3

MATH 121

Math for Elementary Teachers II

3

PSYC 233/237

Child & Adolescent Psychology/Lifespan of Human Growth & Development

3

 

Field and Clinical Experiences

Course Number

Course Title

Course Credit

EDUC 220

Level I Field Experience

1

EDUC 331

Level II Field Experience (Elementary School Math)

1

EDUC 371

Level II Field Experience (Teaching)

1

EDUC 453

Level III Field Experience (Language Arts Elementary Ed.)

1

EDUC 437

Student Teaching

12

Elementary School Special Courses

 Area of Emphasis

Each Elementary Education major must have a total of at least 21 credits in a specialized area.  Courses taken as part of the General Education (Core Curriculum) and basic requirements may, in some instances, be counted for this purpose.  For Elementary Educatin majors, this area of emphasis may be selected from any minor listed in the catalog.  If the catalog minor requires only 18 credits, the student may select 3 hours of electives in the monor area.

Middle School Concentration

Elementary Education majors may also complete a concentration in Middle School Education. 

Middle School teaching candidates are required to complete the General Education (Core Curriculum) requirements.  Specific courses are outlined in the Core Curriculum section of the catalog and on degree sheets.

 

 

 

 

 

 

Early Childhood Education

Completion of the Early Childhood Education comprehensive major certificates one in early childhood (Birth-Grade 3) and in elementary (grades 1-6). With this comprehensive major, a minor or area of emphasis is not required. (Refer to the section on Elementary Education for information on general requirements.)

Professional Education Requirements for Early Childhood Majors 

Early Childhood Education

Professional Requirements

Course Number

Course Title

Course Credit

EDUC 225

Introduction to Curriculum and Instruction Planning

3

EDUC 226

Instructional Strategies and Techniques in Elementary Education

3

EDUC 251

Foundations of Language and Literacy

3

EDUC 271

Education of the Exceptional & English Language Learner

3

EDUC 286

Curriculum Methods and Materials in Early Childhood

3

EDUC 299

Administration of Early Childhood Programs

3

EDUC 329

Interdisciplinary Learning

3

EDUC 330

Children’s Literature

3

EDUC 332

Methods for Teaching Elementary Math

3

EDUC 334

Individualizing Instruction

2

EDUC 337

Language Development

3

EDUC 344

Family and Community Resources

2

EDUC 351

Analysis and Correction of Reading Difficulties

3

EDUC 360

Perceptual-Motor Development

2

EDUC 370

Science & Social Studies for Teachers

3

EDUC 421

Effective Engagement of the Learner

3

EDUC 427

Seminar in Student Teaching

2

EDUC 434

Assessment and Data-Based Decision Making

3

EDUC 451

English Language Arts Methods for Elementary Educators

3

ICST 350

Global Connections

3

MATH 121

Math for Elementary Teachers II

3

PSYC 233/237

Child & Adolescent Psychology/Lifespan of Human Growth & Development

3

 

Field and Clinical Experiences

Course Number

Course Title

Course Credit

EDUC 220

Level I Field Experience

1

EDUC 298

Practicum in (A or B) Infant/Toddler Care, (C or D) Preschool Development, or (E) ECHD/Alternative Placement

Must add up to 3: (A and D, B and C, or A, C, and E)

EDUC 331

Elementary School Math Practicum

1

EDUC 335

Practicum in Early Childhood Special Education

1

EDUC 371

Level II Field Experience (Teaching)

1

EDUC 453

Level III Field Experience (Language Arts Elementary Ed.)

1

EDUC 437

Student Teaching

12

 

 

 

 

 

 

 

 

 

 

 

Special Education

Evangel University offers a Special Education/Cross-Categorical Disabilities minor including Learning Disabilities, Emotional/Behavioral Disabilities, Cognitive Disabilities, and Physical and Other Health Impaired. All students minoring in Special Education must also major in Elementary Education or Secondary Education.  

Professional Education Requirements for Special Education Minors

Mild/Moderate Cross-Categorical Disabilities

Professional Requirements

Course Number

Course Title

Course Credit

EDUC 225

Introduction to Curriculum and Instruction Planning

3

EDUC 226

Instructional Strategies and Techniques in Elementary Education

3

EDUC 251

Foundations of Language and Literacy

3

EDUC 271

Education of the Exceptional & English Language Learner

3

EDUC 320

Intro to Disabilities

3

EDUC 330

Children’s Literature

3

EDUC 333

Remediation and Methods for Teaching Elementary Math

4

EDUC 337

Language Development

3

EDUC 345

Counseling Techniques in Special Education

2

EDUC 351

Analysis and Correction of Reading Difficulties

3

EDUC 370

Science & Social Studies for Teachers

3

EDUC 375

Transition/Career Education for Individuals with Handicaps

2

EDUC 380

Methods for Disabilities

3

EDUC 421

Effective Engagement of the Learner

3

EDUC 427

Seminar in Student Teaching

2

EDUC 434

Assessment and Data-Based Decision Making

3

EDUC 451

English Language Arts Methods for Elementary Educators

3

EDUC 487

Evaluation, Prescription, and Diagnosis in Special Education

3

ICST 350

Global Connections

3

MATH 121

Math for Elementary Teachers II

3

PSYC 233/237

Child & Adolescent Psychology/Lifespan of Human Growth & Development

3

 

Field and Clinical Experiences

Course Number

Course Title

Course Credit

EDUC 220

Level I Field Experience

1

EDUC 321

Intern Disabilities: CCI

2

EDUC 331

Level II Field Experience-Math

1

EDUC 371

Level II Field Experience-Teaching

1

EDUC 381

Intern Disabilities: CCII

2

EDUC 453

Level III Field Experience-Reading

1

EDUC 437

Student Teaching

12

 

Special Education Minors

Following graduation, students electing to minor in Special Education will make application to the Missouri Department of Elementary and Secondary Education for certification in Cross-Categorical Disabilities K-12.

Middle School Education

Middle School certification is available at Evangel University in three program options:

(a) Elementary/Middle School Education (Certification Grades 1-6 and 5-9)

Students majoring in Elementary/Middle School Education must complete the required professional education courses listed below as well as one of the content area options.*

(b) Middle School/Secondary Education (Certification Grades 5-12)

A student majoring in a content area and seeking middle school certification should complete his or her content area major in Business, English, Math, Science, or Social Studies, plus the required professional education courses listed below. A subject area minor is not required.

(c) Middle School Only (Certification Grades 5-9)

Students must choose two of the content area options* plus the required professional education courses.

*Content Area Options: Social Studies, Science, Language Arts, Math, Business (see concentrations listed below).

Professional Education Requirements for Middle School

Middle School Education

Professional Requirements

Course Number

Course Title

Course Credit

EDUC 225

Introduction to Curriculum and Instruction Planning

3

EDUC 227

Instructional Techniques and Strategies in Middle Grades Education

3

EDUC 271

Education of the Exceptional & English Language Learner

3

BUED, MATH, SSCI, GSCI, or ENGL 336

Instructional Methods in Business, or Math, or Social Science, or Science, or English

1

EDUC 351

Analysis and Correction of Reading Difficulties

3

EDUC 352

Content Area Literacy

3

EDUC 421

Effective Engagement of the Learner

3

EDUC 427

Seminar in Student Teaching

2

EDUC 434

Assessment and Data-Based Decision Making

3

ICST 350

Global Connections

3

PSYC 233/237

Child & Adolescent Psychology/Lifespan of Human Growth & Development

3

 

Field and Clinical Experiences

Course Number

Course Title

Course Credit

EDUC 220

Level I Field Experience

1

EDUC 354 (A-E)

Level II Field Experience

1 or 2

EDUC 437

Student Teaching

12

 

*One of these practica must be completed at the middle school level. A student should choose the practicum in his or her area of middle school certification.  Content area choices:  (Social Studies, Science, Language Arts, Math, Business (see concentrations catalog).

General Education for Middle School Programs

Middle School teaching candidates are required to complete the General Education (Core Curriculum) requirements. Specific courses are outlined in the Core Curriculum section of the catalog and on degree sheets.

Middle School Concentrations

Middle School Concentration

24-Hour Social Science Concentration

Course Number

Course Title

Course Credit

HIST 111

American History I

3

HIST 112

American History II

3

HIST 115

World Civilization I

3

HIST 116

World Civilization II

3

GOVT 170

Introduction to American Government

3

GEOG 211

World Regional Geography

3

SSCI 212/213

Economics in Society

2/3

 

Electives in GOVT, HIST, ANTH, PSYC, or SOC

Total 3/4

 

 

Middle School Concentration

24-Hour Science Concentration

Course Number

Course Title

Course Credit

BIOL 101

Biological Sciences

4

BIOL 341/342/343

Marine Biology/Ecology/Environmental Biology

4

GSCI 111

Geology

4

GSCI 115

Physical Science

4

 

Lab electives in BIOL, CHEM, GSCI, or PHYS

Total 8

 

 

 

 

Middle School Concentration

24-Hour Math Concentration

Course Number

Course Title

Course Credit

MATH 120

Math for Elementary Education Teachers I

2

MATH 121

Math for Elementary Education Teachers II

3

MATH 129

College Algebra

3

MATH 210

Elementary Statistics

3

MATH 212

Discrete Math

3

MATH 231

Calculus I

4

MATH 232

Calculus II

4

MATH 334

Foundations of Geometry

1

MATH 490

Readings in Mathematics

1

 

 

 

Middle School Concentration

24-Hour Language Arts Concentration

Course Number

Course Title

Course Credit

ENGL 123

Introduction to Literature

3

ENGL 222

Young Adult Literature

3

ENGL 272

American Literature after the Civil War

3

ENGL 298

English Practicum

3

ENGL 445

History and Structure of English Language

3

 

Choice of ENGL 111, 112, 236, 341, 436

Total 9

 

 

 

Middle School Concentration

21-Hour Business Concentration

Course Number

Course Title

Course Credit

BUED 111/112

Keyboarding/Word Processing

1-3

BUED 335

Business Communications

3

BUED 337

Internet/Networking/Web Design

3

BUED 496

Business Seminar

1

ACCT 239

Spreadsheets

2

ECON 212

Macroeconomics

3

FIN 138

Personal Finance

3

MGMT 235

Organizational Design and Management

3

MRKT

Principals of Marketing

3

 

*A student seeking grades 5-12 certification must complete the major in that area (Social Studies, English, Math, Biology, Chemistry, or Business).

Secondary Education

Secondary school teaching candidates are required to complete the General Education (Core Curriculum) requirements.  Specific courses are outlined in the Core Curriculum section of the catalog and on degree sheets. 

Secondary Education students are required to major in an academic field taught in the public schools and certified by the State of Missouri (art, music, biology, chemistry, English, social sciences, journalism, mathematics, French, Spanish, speech/theatre, business, and physical education). Such majors are also required to have a minor in a related field and completion of the following professional Education courses:

Secondary Education

Professional Requirements

Course Number

Course Title

Course Credit

EDUC 225

Introduction to Curriculum and Instruction Planning

3

EDUC 228

Instructional Strategies and Techniques in Content Area Specialty

3

EDUC 271

Education of the Exceptional & English Language Learner

3

EDUC 351

Analysis and Correction of Reading Difficulties

3

EDUC 352

Content Area Literacy

3

EDUC 421

Effective Engagement of the Learner

3

EDUC 427

Seminar in Student Teaching

2

EDUC 434

Assessment and Data-Based Decision Making

3

BUED, MATH, SSCI, GSCI, or ENGL 336

Instructional Methods in Business, or Math, or Social Science, or Science, or English

1

PSYC 233/237

Child & Adolescent Psychology/Lifespan of Human Growth & Development

3

 

Field and Clinical Experiences

Course Number

Course Title

Course Credit

EDUC 220

Level I Field Experience

1

EDUC 397

Level II Field Experience

1

EDUC 437

Student Teaching

12

EDUC 497

Level III Field Experience

1

 

*Courses taken during professional semester
 
Note:  Education programs in Art, Music, P.E. and Foreign Language lead to K-12 certification.
 

TESOL Minor

Teaching English as a Second Language

Education majors may earn a minor in Teaching English as a Second Language by completing the following courses: 
Please refer to Humanities for a complete listing of TESL course descriptions.
 
This minor requires the following coursework:
 

English Language Learners, K-12

Professional Requirements

Course Number

Course Title

Course Credit

EDUC 271

Education of the Exceptional & English Language Learner

3

EDUC 351

Analysis and Correction of Reading Difficulties

3

EDUC 352

Content Area Literacy

3

TESL 336

ESL Methods

3

TESL 433

Language and Culture

3

TESL 436

Second Language Acquisition

3

TESL 439

TESOL Materials and Curriculum

3

TESL 445

History and Structure of the English Language

3

TESL 455

ESL Assessment and Pedagogical Grammar

2

 

Field and Clinical Experiences

Course Number

Course Title

Course Credit

TESL 497

ESL Practicum

3

 

 

Education Courses (EDUC)

100. UNIVERSITY SEMINAR (1)

This introductory course helps new Evangel students acclimatize themselves to the University. As such, it serves as an intellectual and practical orientation to the challenges and opportunities of University life and learning. Students are introduced to Evangelís Christ-centered, integrational, exploratory, and global ethos. They learn to use and participate in campus-wide and department-specific offerings. They build relationships within departmental contexts as well as across campus. They are encouraged to understand that they are being prepared not only for a career but for life.

220. LEVEL I CLINICAL EXPERIENCE (1)

Must be taken concurrently with EDUC 225. Includes 3 hours per week of teacher aide experience in the public schools.

225. INTRODUCTION TO CURRICULUM AND INSTRUCTIONAL PLANNING (3)

An orientation to the American public school system. Emphasis is placed on the legal, philosophical, and sociological foundations of education and on individual evaluation and suitability for membership in the profession. Students will investigate lesson planning aligned with state and local curriculum requirements. They will also be introduced to strategies involved in effective engagement of learners, development of critical thinking skills, and classroom management. Required for all education majors. Should be taken concurrently with EDUC 220 Level 1 Practicum the first semester of the sophomore year.

226. INSTRUCTIONAL STRATEGIES & TECH IN ELEMENTARY ED (3)

This blended course provides an overview of the elementary instructional process. Emphasis is placed on using instructional strategies to create and facilitate effective and engaging experiences for diverse learners. Admission to teacher education program required.

227. INSTRUCTIONAL STRATEGIES & TECH IN MIDDLE GRADES EDU (3)

This blended course explores middle grades philosophy, organization, and instructional processes. Emphasis is placed on key components of school organization and instructional strategies to create and facilitate effective and engaging experiences for diverse learners in the middle grades. Admission to teacher education program required. Fall only.

228. INSTRUCTIONAL STRAT. & TECH IN SECONDARY CONTENT (3)

This blended course provides an overview of the secondary instructional process. Emphasis is placed on using instructional strategies to create and facilitate effective and engaging experiences for diverse learners. The course will be differentiated to address specific content area specialties. Admission to teacher education program required. Course should be taken concurrently with EDUC 397.

251. FOUNDATIONS OF LANGUAGE AND LITERACY (3)

Introduction to the area of literacy instruction in elementary and middle level schools. Emphasizes theories and applications of early literacy instruction including reading, writing, speaking, and listening.

271. EDUCATION OF THE EXECPTIONAL AND ENGLISH LANGUAGE LEARNER (3)

Survey required for all Education majors. Overview of the disabled, the culturally diverse, and the gifted. Emphasis on teaching diverse individuals in elementary, middle, and secondary school settings.

286. CURRICULUM METHODS/ MATERIALS IN EARLY CHILDHOOD EDUCATION (3)

A study of historical perspectives, philosophies, and specific curriculum methods relating to the education of childgren ages birth through age 8. Offered spring semester.

298 A. PRACTICUM IN INFANT/TODDLER CARE (1)

Emphasis is on the characteristics, needs, and development of children ages birth to 36 months. Students are assigned to an infant/toddler program for 3 hours per week and gain practical experience through observation and direct involvement.

298 B. PRACTICUM IN INFANT/TODDLER CARE (2)

Emphasis is on the characteristics, needs, and development of children ages birth to 36 months. Students are assigned to an infant/toddler program for 6 hours per week and gain practical experience through observation and direct involvement.

298 C. PRACTICUM IN PRESCHOOL DEVELOPMENT (1)

Emphasis on the characteristics, needs, and development of children ages 3 to 5 years. Students are assigned to an early childhood program for 3 hours per week and gain practical experience through observation and direct involvement. Taken concurrently with EDUC 286.

298 D. PRACTICUM IN PRESCHOOL DEVELOPMENT (2)

Emphasis is on the characteristics, needs, and development of children ages 3 to 5 years. Students are assigned to an early childhood program for 6 hours per week and gain practical experience through obervation and direct involvement. Taken concurrently with EDUC 286.

298 E. PRACTICUM IN EARLY CHILDHOOD/ALTERNATIVE PLACEMENT (1)

Permission of professor required to complete practicum experience in selected early childhood facilities.

299. ADMINISTRATION OF EARLY CHILDHOOD PROGRAMS (3)

An overview of the types and functions of various early childhood programs. Particular emphasis is placed on the mechanics of setting up a high-quality childcare or preschool program in compliance with state licensing regulations. Offered fall semester.

320. INTRODUCTION TO DISABILITIES I/CROSS-CATEGORICAL (3)

A broad view of current trends and theoretical approaches to teaching students with behavior/emotional disabilities, developmental disabilities, and physical and health impairments. Emphasis on characteristics, etiology, student diversity, legislation, and educational needs of students. In addition to class, students are assigned 6 hours per week to work with students with disabilities. Offered fall semester only.

321. PROFESSIONAL INTERNSHIP DISABILITIES I/CROSS-CATEGORICAL (2)

Students are assigned to work with students with disabilities a minimum of 6 hours per week in a public school classroom. Taken concurrently with EDUC 320. Offered fall semester only.

329. INTERDISCIPLINARY LEARNING (3)

Provides Elementary and Early Childhood Education majors with methods and materials for the integration of art, music, health and physical education into core subject area instruction.

330. CHILDREN'S LITERATURE (3)

Survey of children's literature with applications for the various grade levels. Prerequisite: ENGL 22+ or SAT 410+.

331. MATH PRACTICUM FOR ELEMENTARY TEACHERS (1)

Three hours per week of practicum experience in the public schools. Taken concurrently with EDUC 332.

332. METHODS OF TEACHING ELEMENTARY SCHOOL MATHEMATICS (3)

Stresses appropriate strategies and materials for teaching basic math concepts, operations, and problem solving. Emphasis on the proper use of manipulative materials and remediation procedures in teaching math to students pre-K through grade 6. Course is taken concurrently with EDUC 331, Math practicum for Elementary Teachers.

333. REMEDIATION AND METHODS OF TEACHING ELEMENTARY MATHEMATICS (4)

A methods course for special education minors, which stresses strategies for assessing and remediating mathematics deficits of students with mild to moderate disabilities. The course emphasizes effective teaching techniques and strategies of the basic math operations, concepts, and problem solving and the proper use of manipulative materials in teaching math. Course is taken concurrently with the math practicum, EDUC 331.

334. INDIVIDUALIZING INSTRUCTION IN THE REGULAR CLASSROOM (2)

A course designed to assist the prospective early childhood teacher in developing the skills necessary for screening, diagnosing, and prescribing for special needs among children ages birth through 8 years. Offered spring semester.

335. PRACTICUM IN EARLY CHILDHOOD SPECIAL EDUCATION (1)

Emphasis is on the characteristics, growth and development of young children with special needs. Students are assigned to an inclusive early childhood special education program for 3 hours per week and gain practical experience through observation and direct involvement. Taken concurrently with EDUC 334. Offered spring semester.

337. LANGUAGE DEVELOPMENT (3)

This course gives the prospective teacher knowledge of typical, atypical, and delayed receptive and expressive language development in children ages 0-18 years. The unique needs of English Language Learners are also considered. Proficiency in planning and Implementing developmentally appropriate lessons and activities is emphasized as well as assessment strategies. Required for Early Childhood majors and Special Education minors.

344. UTILIZING FAMILY AND COMMUNITY RESOURCES (2)

A study of various types of community agencies that provide services for children with physical, emotional, social, and educational needs. Training and practice in developing interaction skills with families and service delivery systems are included. Offered fall semester.

345. COUNSELING TECH/SPECIAL EDUCATION (2)

Provides Special Education majors with skills in conferencing and collaborating with parents, teachers, and students. Offered spring semester.

351. ANALYSIS AND CORRECTION OF READING DIFFICULTIES (3)

Methods for focusing on the special literacy needs of students. Discusses the causes of reading difficulties. Introduces and practices corrective and remedial procedures and techniques. Demonstrates materials to assess and aid the disabled and under-achieving reader. Section 1-Prerequisite: EDUC 251. Section 2-Middle (5-9)and High School (9-12) Certification only.

352. CONTENT AREA LITERACY (3)

This course is designed to prepare the prospective teacher in methods for developing students' reading skills in conjunction with knowledge in subjects other than reading. Included will be instruction in the reading needs of the student in the content areas, readability of textbooks, study skills for each content, comprehension skills, and writing in the content area classroom.

354. PRACTICUM IN MIDDLE SCHOOL SUBJECT AREA SPECIALTY (1)

Field experiences for a student of at least junior status in his or her major specialty area of middle school education emphasis. Practicum experience of 3 hours per week at an assigned school is required. Must be taken con-currently with EDUC 353 Methods in Middle School Teaching Specialty (or equivalent course).

360. PERCEPTUAL MOTOR DEVELOPMENT (2)

A course designed to aid the prospective early childhood teacher in developing a knowledge base in typical and atypical perceptual-motor development of children ages birth through 8 years. Offered spring semester.

370. SCIENCE AND SOCIAL STUDIES FOR ELEMENTARY TEACHERS (3)

Methods to prepare the prospective teacher in the basic concepts and the methods and procedures for effective presentation of science and social studies. Emphasizes methods, content, and materials to meet the needs of all students.

371. TEACHING PRACTICUM (1)

A clinical experience in which students are assigned to the school for three hours per week. The experience will be in the appropriate level and subject area specialty. The course can be taken concurrently with EDUC 370 Science and Social Studies for Elementary Teachers.

375. TRANSITION/CAREER EDUCATION FOR THE HANDICAPPED (2)

Emphasizes legislation and process pertaining to transition services for individuals with disabilities. Explores vocational service delivery models, transition plans, and life skill programming throughout the lifespan. Offered spring semester only.

380. METHODS FOR TEACHING DISABILITIES I/CROSS-CATEGORICAL (3)

Research-based strategies and materials for teaching students with specific learning disabilities, behavior/emotional disabilities, developmental/intellectual disabilities, autism, and ADD/ADHD. Emphasis on the educator as collaborator, advocate, and specialist in program planning, evaluation, and curriculum modification. Prerequisite: EDUC 320. Taken concurrently with EDUC 381. Offered spring semester only.

381. PROFESSIONAL INTERNSHIP DISABILITIES II/CROSS-CATEGORICAL (2)

Students are assigned to work with students with disabilities a minimum of 6 hours per week in a public school classroom. Taken concurrently with EDUC 380. Offered spring semester only.

397. MID-LEVEL SECONDARY PRACTICUM (1)

Mid-program practicum experience for secondary education students. Students are assigned to a school for 3 hours per week in the subject area specialty. Must be taken concurrently with EDUC 222, Curriculum and Instruction in Secondary Schools. Prerequisites: EDUC 219 and 220, cumulative GPA of 2.75.

421. EFFECTIVE ENGAGEMENT OF THE LEARNER (3)

Provides a critical examination of learning theories and their application in the classroom. Consideration is given to the effects which developmental stages, individual differences, motivation, personality, and attitudinal systems have on the learning and educational experience of children and adolescents. The course will provide practical ideas for engaging the learner as a means to reduce classroom discipline issues and create a positive classroom climate. Prerequisite: Admission to Teacher Ed. Recommended semester before student teaching.

427. SEMINARS IN STUDENT TEACHING (2)

Current issues in education. Conducted by University supervisors for all student teachers. Must be taken concurrently with student teaching. The following sections are offered in EDUC 427: Elementary and Secondary Education. (Special Education,early childhood and middle school majors must enroll in the Elementary section). (K-12 majors must enroll in the secondary section).

434. TESTS AND MEASUREMENTS (2-3)

The development, grading, and interpretation of cognitive, performance, and authentic assessments. Interpretation of standardized test results along with their use in making educational decisions. Elementary statistics including descriptive statistics, normal probability distributions, confidence intervals, and hypothesis testing. Satifies the Math Proficiency requirement for Education students. Prerequisite: EDUC 221, or EDUC 222, EDUC 223. Recommended semester before student teaching.

437. SUPERVISED STUDENT TEACHING (12)

To enroll, a student must be formally admitted by the Teacher Education Committee on Standards and Approval. The student observes and then teaches under the direction of the cooperating teacher and University supervisor. Must be taken concurrently with EDUC 427. Under special conditions, a second assignment may be completed for additional credit (see EDUC 447). Sections are offered for all levels of student teaching.

451. ENGLISH LANGUAGE ARTS METHODS FOR ELEMENTARY EDUCATORS (3)

Focuses on current trends, issues, materials and methods of literacy instruction in the pre-K and elementary classrooms. Prerequisite: EDUC 251, and preferably EDUC 351, but can be taken concurrently with EDUC 453, Practicum in Communication Arts. Recommended semester before student teaching.

453. PRACTICUM IN COMMUNICATION ARTS (1)

Three hours per week of reading and language arts practicum experience in the public schools. Taken concurrently with EDUC 451. Recommended semester before student teaching.

476. TECHNIQUES AND STRATEGIES IN CLASSROOM MANAGEMENT (2)

Overview of classroom management with practical ideas for creating a positive climate and dealing with classroom discipline problems. Attention to learning how to cope with everyday crisis situations in the classroom. Also studies current classroom and school-wide management programs. Must be taken concurrently with student teaching.

487. SPECIAL EDUCATION EVALUATION, PRESCRIPTION, AND DIAGNOSIS (3)

The role of the Special Education teacher as a member of the multidisciplinary team is developed in this class. Emphasis on administration and interpretation of formal and informal diagnostic procedures, evaluation reports, IEP development, professional ethics, and the process of Special Education. Offered fall semester only.

490. READINGS IN EDUCATION (1-2)

Personal study in literature of one's interest or to fill in gaps in one's scope of knowledge. Prerequisite: Permission of Department Chair and supervising professor.

497. PRACTICUM IN SUBJECT AREA SPECIALTY (1)

Practicum experience for students assigned to a school for 3 hours per week in the subject area specialty. Must be taken concurrently with EDUC 336 Methods in Secondary Teaching Specialty. Music Education majors must complete MUED 342 Music Methods in Secondary School Teaching and MUED 343 Practicum in Secondary Music Methods. Art majors must enroll in ART 341 and 336 concurrently. Recommended semester before student teaching.