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The Department of Education, in cooperation with the other University departments and through its own curriculum development, implements professional career preparation programs in teaching at the undergraduate level; Early Childhood, Elementary, Middle School, Secondary, Special Education, and at the graduate level; Curriculum, School Principal, Reading Specialist, and Superintendent. 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"
All Teacher Education Programs at Evangel University are accredited by the Higher Learning Commission (HLC) and are approved by the Missouri State Department of Elementary and Secondary Education (DESE).
THE TEACHER EDUCATION GRADUATE OF EVANGEL EXHIBITS THE FOLLOWING:
THE CONCEPTUAL FRAMEWORK OF THE TEACHER EDUCATION PROGRAM ENCOMPASSES THE FOLLOWING MISSOURI TEACHER STANDARDS:
Standard #1 - Content Knowledge aligned with appropriate instruction
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.
Standard #2 - Student Learning, Growth and Development
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.
Standard #3 - Curriculum Implementation
The teacher recognizes the importance of long-range planning and curriculum development. The teacher implements curriculum based upon , district and state standards.
Standard #4 - Critical Thinking
The teacher uses a variety of instructional strategies and resources to encourage students' critical thinking, problem solving, and performance skills.
Standard #5 - Positive Classroom Environment
The teacher uses an understanding of individual/group motivation and behavior to create a learning envirnoment that encourages active engagement in learning, positive social interaction, and self-motivation.
Standard #6 - Effective Communication
The teacher models effective verbal, nonverbal, and media communication techniques with students, colleagues and families to foster active inquiry, collaboration, and supportive interaction in the classroom.
Standard #7 - Student Assessment and Data Analysis
The teacher understands and uses formative and summative assessment strategies to assess the learner's progress and uses both classroom and standardized assessment data to plan ongoing instruction.
Standard #8 - Professionalism
The teacher is a reflective practitioner who continually assesses the effects of choices and actions on others. The teacher actively seeks out opportunities to grow professionally in order to improve learning for all students.
Standard #9 - Professional Collaboration
The teacher has effective working relationships with students, families, school colleagues, and community members.
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
The Teacher Education Program consists of the following four benchmarks/levels of assessment:
1. Admittance to Teacher Education, Freshman & Sophmore.
2. Mid-Level Check (1), Junior & Senior.
3. Mid-Level Check (2), Approval for Student Teacher
4. Recommendation for Certification (Program Completer).
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. Students have a cumulative GPA of 2.75 before registration in the course. During this course, application to the selected program is completed. At the end of the course, students are granted approved status 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 Education Department Committee for Standards and Approval will review the application and update the student status in the Education Department.
Criteria for Approved Status to the Program
The student must:
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 for 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) approved, which indicates the student has met the requirements listed above; 2) provisional indicates the student may enroll in teacher education courses for one semester. 3) denied while completing requirements 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.
Upon completion of EDUC 225 and 220, candidates reviewed and considered for admittance to Teacher Education. Provisional acceptance is granted to students who have not met only one or two of the requirements. Full admittance is granted if all of the following criteria are met. The Field Experience and Data Coordinator monitors denied or provisionally accepted students. Status records are updated in August, December, February and May. Status records are available to all Education advisors in the faculty portal.
A. Criteria for Continuance in Program
The student must:
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) approved, which indicates that all criteria are satisfactory, 2) provisional, which indicates that some deficiencies are present and the applicant may have one additional semester to complete/correct what is lacking, (he or she may enroll in teacher education courses), or 3) denied, which indicates that three or more 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.
A. Criteria for Admittance
The Student may reapply for student teaching after completing required courses and/or retaking required courses.
B. Procedure for Making Application for Student Teaching
C. Action of the Committee on Standards and Approval
Applicants for admission to student teaching are notified as to the action of the Teacher Education Committee on Standards and Approval. The applicant is either approved provisional or denied. In case of provisional or denied reasons, 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
A. Criteria for Exit Level - Program Completion - Teacher Licensure
The student must
Students are considered to have completed the program with the fulfillment of all of the above criteria.
B. Criteria for licensure
The student must
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.
The following assessments are administered to graduates of an Education program and their employers/supervisors one year after the students' completion of the program:
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 Education degree sheet.
Evangel University's degree in Elementary Education prepares graduates for certification within the State of Missouri. Requirements may differ from state to state. Consult professional requirements within a state of planned practice.
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 of Teaching Elementary School Mathematics |
3 |
EDUC 351 |
Analysis and Correction of Reading Difficulties - Elementary |
3 |
EDUC 370 |
Science & Social Studies for Elementary Teachers |
3 |
EDUC 421 |
Effective Engagement of the Learner |
3 |
EDUC 427 |
Seminar in Student Teaching - Elementary |
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 |
Mathematics for Elementary Teachers II |
3 |
PSYC 233 or 237 |
Child & Adolescent Psychology or 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 Mathematics |
1 |
EDUC 371 |
Level II Field Experience - Teaching |
1 |
EDUC 453 |
Level III Field Experience - English Language Arts |
1 or 3 |
EDUC 437 |
Student Teaching - Elementary |
12 |
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 Education 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 minor area.
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.
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.)
Evangel University's degree in Early Childhood Education prepares graduates for certification within the State of Missouri. Requirements may differ from state to state. Consult professional requirements within a state of planned practice.
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 of Teaching Elementary Mathematics |
3 |
EDUC 334 |
Individualizing Instruction in the Regular Classroom |
2 |
EDUC 337 |
Language Development / Exceptional Children |
3 |
EDUC 344 |
Family and Community Resources |
2 |
EDUC 351 |
Analysis and Correction of Reading Difficulties |
3 |
EDUC 360 |
Perceptual-Motor Development |
2 or 3 |
EDUC 370 |
Science & Social Studies for Elementary Teachers |
3 |
EDUC 421 |
Effective Engagement of the Learner |
3 |
EDUC 427 |
Seminar in Student Teaching -Elementary |
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 |
Mathematics 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 |
Level II Field Experience - Elementary School Mathematics |
1 |
EDUC 335 |
Practicum in Early Childhood Special Education |
1 |
EDUC 371 |
Level II Field Experience - Teaching |
1 |
EDUC 453 |
Level III Field Experience - English Language Arts |
1 |
EDUC 437 |
Student Teaching - Elementary |
12 |
Evangel University offers a Special Education/Mild/Moderate Cross-Categorical Disabilities minor with a K-12 certification. Focus is on available resources and disabilities classified under IDEA with an emphasis on Learning Disabilities, Developmental Disabilities, Emotional/Behavior Disorders, Communication Disorders, and Physical/Health Impairments.
All students minoring in Special Education must also major in Elementary or Secondary Education.
Evangel's minor in Special Education/Mild/Moderate Cross-Categorical Disabilities prepares graduates for certification within the State of Missouri. Requirements may differ from state to state. Consult professional requirements within a state of planned practice.
Mild/Moderate Cross-Categorical Disabilities (K-12)
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 329 |
Interdisciplinary Learning |
3 |
EDUC 330 |
Children’s Literature |
3 |
EDUC 333 |
Remediation and Methods for Teaching Elementary Mathematics |
4 |
EDUC 337 |
Language Development |
3 |
EDUC 345 |
Special Education Resources and Family Engagement |
2 |
EDUC 351 |
Analysis and Correction of Reading Difficulties |
3 |
EDUC 370 |
Science & Social Studies for Teachers |
3 |
EDUC 375 |
Special Education Transition Processes and Career Readiness |
2 |
EDUC 380 |
Methods for Teaching Students with Disabilities I / Cross Categorical |
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 |
Special Education Evaluation of Abilities and Achievement |
3 |
ICST 350 |
Global Connections |
3 |
MATH 121 |
Mathematics 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 |
Professional Internship Disabilities I / Cross-Categorical |
2 |
EDUC 331 |
Level II Field Experience - Elementary School Math |
1 |
EDUC 371 |
Level II Field Experience -Teaching |
1 |
EDUC 381 |
Professional Internship-Disabilities II Cross-Categorical |
2 |
EDUC 453 |
Level III Field Experience - Communication Arts |
1 |
EDUC 437 |
Student Teaching |
12 |
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.
Disability Studies Minor
Education Department – Non-Certified
Course Number |
Course Title |
Course Credit |
PSYC 112 |
Introduction to Psychology |
3 |
PSYC 223 |
Social Psychology |
3 |
PSYC 233-237 |
Developmental Psychology Course |
3 |
EDUC 271-2 |
Education of the Exceptional Learner |
2 |
EDUC 320 |
Introduction to Disabilities I / Cross-Categorical (Fall Only) |
2 |
EDUC 345 |
Special Education Resources and Family Engagement (Fall Only) |
2 |
EDUC 375 |
Special Education Transition Processes and Career Readiness (Spring Only) |
2 |
|
TOTAL CREDITS |
18 |
The Disability Studies minor is designed for professions that involve working with people with disabilities. This minor provides one with an awareness of disabilities and the available resources for families and those with a disability. Focus will be on disabilities classified under IDEA with an emphasis on Learning Disabilities, Emotional/Behavioral Disabilities, Cognitive Disabilities, and other Health Impairments.
Evangel University's degree in Middle School Education prepares graduates for certification within the State of Missouri. Requirements may differ from state to state. Consult professional requirements within a state of planned practice.
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).
Middle School Education
Professional Requirements
Course Number |
Course Title |
Course Credit |
EDUC 225 |
Introduction to Curriculum and Instruction Planning |
3 |
EDUC 227 |
Instructional Strategies and Tehniques 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 Mathematics, 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 or 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).
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 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 Science |
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 & Trigonometry |
3 |
MATH 210 |
Elementary Statistics |
3 |
MATH 212 |
Discrete Mathematics |
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, COMM 205 |
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 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 (biology, chemistry, English, social sciences, journalism, mathematics, French, Spanish, speech/theatre, business, and physical education). Evangel's Secondary Education graduates are prepared for certification within the State of Missouri. Requirements may differ from state to state. Consult professional requirements within a state of planned practice. 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 351-2 |
Analysis and Correction of Reading Difficulties - Secondary |
3 |
EDUC 352 |
Content Area Literacy |
3 |
EDUC 421 |
Effective Engagement of the Learner |
3 |
EDUC 427 * |
Seminar in Student Teaching - Secondary |
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 - Secondary |
12 |
EDUC 497 |
Level III Field Experience Subject Area Specialty |
1 |
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 251 or EDUC 352 |
Foundation of Language and Literacy or 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 |
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 Evangel’s 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 FIELD EXPERIENCE (1)
Must be taken concurrently with EDUC 225. Includes classroom observation in the public schools. Must have minimum cumulative GPA of 2.75. Must complete field experience placement form.
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. Take concurrently with EDUC 220 Level 1 Field Experience the first semester of the sophomore year. Must have minimum cumulative GPA of 2.75.
226. INSTRUCTIONAL STRATEGIES AND TECHNIQUES 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. Prerequisites: EDUC 220 and EDUC 225.
227. INSTRUCTIONAL STRATEGIES AND TECHNIQUES 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. Prerequisites: EDUC 220 and EDUC 225.
228. INSTRUCTIONAL STRATEGIES AND TECHNIQUES 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. Prerequisites: EDUC 220 and EDUC 225. Co-requisite: 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. Admission to teacher education program required. Prerequisites: EDUC 220 and EDUC 225.
271. EDUCATION OF THE EXCEPTIONAL AND ENGLISH LANGUAGE LEARNER (3)
Required for state certification. A survey course which provides an overview of the unique needs of individuals with disabilities covered under IDEA, the culturally diverse, the gifted, and the English Language Learner. Emphasis is placed on teaching diverse individuals in elementary, middle, and secondary school settings. Required for all education majors.
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. Admission to teacher education program required. Prerequisites: EDUC 220 and EDUC 225.
298. LEVEL I FIELD EXPERIENCE 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. Admission to teacher education program required. Prerequisites: EDUC 220 and EDUC 225. Must complete Field Experience Placement form.
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. Admission to teacher education program required. Prerequisites: EDUC 220 and EDUC 225.
320. INTRODUCTION TO DISABILITIES I/CROSS-CATEGORICAL (3)
A course offering a broad view of current trends and theoretical approaches to teaching students with learning disabilities, behavior/emotional disabilities, autism, developmental disabilities, and physical and health impairments. Emphasis is placed on characteristics, etiology, student diversity, legislation, and educational needs of students. In addition to class, Education majors are enrolled in EDUC 321 and are assigned an internship with a minimum of 6 hours per week in an elementary Special Education environment to work with students with disabilities. Offered fall semester only. Admission to teacher education program required. Prerequisites: EDUC 220 and EDUC 225.
321. PROFESSIONAL INTERNSHIP DISABILITIES I/CROSS-CATEGORICAL (2)
A clinical experience in which Education majors are assigned a minimum of six hours per week to work wiht students with disabilities in an elementary special education setting. This course is taken concurrently with EDUC 320. Offered fall semester only. Admission to teacher education program required. Prerequisites: EDUC 220 and EDUC 225.
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. Admission to teacher education program required. Prerequisites: EDUC 220 and EDUC 225.
330. CHILDREN'S LITERATURE (3)
Survey of children's literature with applications for the various grade levels. Admission to teacher education program required.
331. LEVEL II FIELD EXPERIENCE - ELEMENTARY SCHOOL MATHEMATICS (1)
Field experience in the public schools. Prerequisites: EDUC 220 and EDUC 225, MATH 120 and MATH 121.
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. Co-requisite: EDUC 331, Level II Field Experience (Mathematics). Admission to teacher education program required.
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. Admission to teacher education program required. Prerequisites: EDUC 220 and EDUC 225.
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. Admission to teacher education program required. Prerequisites: EDUC 220 and EDUC 225.
335. LEVEL II FIELD EXPERIENCE-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 4 hours per week and gain practical experience through observation and direct involvement. Taken concurrently with EDUC 334. Offered spring semester. Admission to teacher education program required. Prerequisites: EDUC 220 and EDUC 225.
337. LANGUAGE DEVELOPMENT OF EXCEPTIONAL CHILDREN (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. Admission to teacher education program required. Prerequisites: EDUC 220 and EDUC 225.
344. 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. Admission to teacher education program required. Prerequisites: EDUC 220 and EDUC 225.
345. SPECIAL EDUCATION RESOURCES AND FAMILY ENGAGEMENT (2)
A course designed to provide those minoring in Special Education the skills in conferencing and collaborating with community resources, parents, teachers, and students. Offered spring semester only. Admission to teacher education program required. Prerequisites: EDUC 220 and EDUC 225.
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. Admission to teacher education program required. Prerequisites: EDUC 220 and EDUC 225.
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. Admission to teacher education program required. Prerequisites: EDUC 220 and EDUC 225.
360. PERCEPTUAL MOTOR DEVELOPMENT (2-3 cr)
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. Admission to teacher education program required. 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. Admission to teacher education program required. Take concurrently with EDUC 371. Prerequisites: EDUC 220 and EDUC 225.
371. LEVEL II FIELD EXPERIENCE - ELEMENTARY TEACHING (1)
A field experience in which students are assigned to the school for 4 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. Admission to teacher education program required. Prerequisites: EDUC 220 and EDUC 225.
375. SPECIAL EDUCATION TRANSITION PROCESSES AND CAREER READINESS (2)
A course emphasizing legislation and processes pertaining to transition services for individuals with disabilities. Vocational service delivery models, transition plans, and life skill programming throughout the lifespan are explored. Offered spring semester only. Admission to teacher education program required. Prerequisites: EDUC 220 and EDUC 225.
380. METHODS FOR TEACHING STUDENTS WITH DISABILITIES I/CROSS-CATE (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. Admission to teacher education program required. Prerequisites: EDUC 220 and EDUC 225.
381. PROFESSIONAL INTERNSHIP-DISABILITIES II CROSS-CATEGORICAL (2)
Provides students with field experiences a minimum of 6 hours per week in a public school classroom. Taken concurrently with EDUC 380. Offered spring semester only. Admission to teacher education program required. Prerequisites: EDUC 220 and EDUC 225.
397. LEVEL II FIELD EXPERIENCE - SECONDARY TEACHING (1)
Mid-level field experience for secondary education students. Students are assigned to a school for 4 hours per week in the subject area specialty. Must be taken concurrently with EDUC 228. Prerequisites: EDUC 220 and EDUC 225, minimum cumulative GPA of 2.75. Admission to teacher education program required.
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. Must be taken concurrently with EDUC 453, EDUC 497, EDUC 354.
427. SEMINAR IN STUDENT TEACHING (2)
Current issues in education. Conducted by University supervisors for all student teachers. Must be taken concurrently with student teaching, EDUC 437. 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). Admission to teacher education program required.
434. ASSESSMENT AND DATA-BASED DECISION MAKING (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, and hypothesis testing. Satifies the Math Proficiency requirement for Education students. Prerequisite: EDUC 226, or EDUC 227, or EDUC 228. Recommended semester before student teaching. Admission to teacher education program required. Prerequisites: EDUC 220 and EDUC 225. Admission to teacher education program required.
437. STUDENT TEACHING (12)
To enroll, a student must be formally admitted by the Teacher Education Committee for 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. Sections are offered for all levels of student teaching. Fee: $220.
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. Recommended semester before student teaching. Fee: $220
453. LEVEL III FIELD EXPERIENCE IN ENGLISH LANGUAGE ARTS (1)
A field experience in which students are assigned to the school for 4 hours per week. The experience will be in English Language Arts subject area. Taken concurrently with EDUC 451 and EDUC 421: English Language Arts Methods for Elementary majors. Recommended semester before student teaching. Admission to teacher education program required. Prerequisites: EDUC 220 and EDUC 225. Must complete Field Experience Placement form.
487. SPECIAL EDUCATION EVALUATION OF ABILITIES AND ACHIEVEMENT (3)
A course designed to provide the student with a thorough understanding of the role of the Special Education teacher as a member of the multidisciplinary team. Emphasis is placed on professional ethics, administration and interpretation of individualized, formative, and summative assessments, evaluation reports, eligibility procedures, and assessment to support evidence-based instruction. Offered fall semester only. Admission to teacher education program required. Prerequisites: EDUC 220 and EDUC 225.
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. Education majors only.
497. LEVEL III FIELD EXPERIENCE - SECONDARY EDUCATION (1)
Field 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. Admission to teacher education program required. Must complete Field Experience Placement form. Co-requisite: EDUC 421.