Saint Louis University's School of Education provides a well-rounded liberal arts background to enhance the educational experience of students in the Bachelor of Arts in Education program.
Program Highlights
- Students enter a tight-knit community of SLU faculty and peers committed to innovative learning, diversity and the Jesuit tradition's intellectual ideas.
- Students are prepared to practice cura personalis — care for the whole person — and work for social justice in their communities.
- Students will graduate prepared to collaborate with families, build classroom communities, have high expectations for all students and advocate for social change.
Hallmarks of SLU's B.A. in Education Program
- Provides a program unique to Saint Louis University that is grounded in Jesuit and Catholic values
- Offers a unified undergraduate teacher-education program with all concentration areas integrated into one program
- Focuses on equity guided by inquiry for the purpose of advocacy
- Embeds field experiences early and often, supporting student discernment and preparation for application
- Integrates teacher learning communities (TLCs) throughout the program
- Engages students in a yearlong internship/student teaching experience for all certification areas
What is a Reflective Scholar-Practitioner?
SLU's School of Education defines teachers as reflective scholar-practitioners, and this perspective is interwoven into the very fabric of our program. Reflective scholar-practitioners, including our undergraduate teacher education students and our teacher education faculty, honor each and every individual as a whole person in pursuit of the truth in the context of Jesuit values.
- Reflection includes a commitment to mission-driven action.
- We value the process of learning, embrace high academic standards, and recognize that all practitioners must be scholars to be effective educators and leaders in partnership with and for the human community.
- We are committed to preparing practitioners who think on systems levels about inequality and actively work for greater justice. To this end, reflection is a valued tool essential to the multiple roles that educators, including teacher-educators, embrace.
Curriculum Overview
SLU's B.A. in education consists of a minimum of 120 credits (depending on certification area), including the Saint Louis University Undergraduate Core, content courses and education coursework.
Many of our students choose to study abroad. Our programs allow for a study abroad semester at SLU-Madrid during the spring semester of a student's sophomore year. Summer abroad is also an option.
Students choose from five concentrations within the education major.
Early Childhood Education (Birth-Grade 3)
This degree is a Bachelor of Arts in Education with a concentration in early childhood education. Upon successfully completing the initial teacher certification process, the state of Missouri grants you certification in early childhood education (Birth-Grade 3).
The early childhood education program prepares and empowers highly competent, reflective professionals who are knowledgeable in their field and leaders who are known for embracing the whole child in inclusive, culturally diverse settings.
Elementary Education (Grades 1-6)
This degree is a Bachelor of Arts in Education with a concentration in elementary education. Upon successfully completing the initial teacher certification process, the state grants you certification in elementary education (Grades 1-6).
The elementary education program of study prepares reflective practitioners to become teachers in diverse elementary classrooms with a focus on social justice and equity. Throughout your time in the elementary education program, you will build a solid foundation in education, engage with current ideas in education and develop leadership qualities including risk-taking, civic responsibility and ethical character. Graduates leave the program highly qualified and well-prepared to be reflective, ethical and responsive teachers who are committed to making the world more equitable and just through their work in schools, with families/caregivers, and in the communities they serve.
Special Education for Mild/Moderate Disabilities (Kindergarten-Grade 12)
This degree is a Bachelor of Arts in Education with an emphasis in special education. Upon successfully completing the initial teacher certification process, the state grants you cross-categorical certification (Kindergarten-Grade 12).
The special education program of study prepares you to teach students with mild to moderate disabilities across various school settings. Coursework and extensive field experience equip you with the most impactful and effective skills for leading inclusive classrooms and collaborating with professionals in the field and the community. The program’s strengths-based/assets-based approach to teaching focuses on preparing highly competent, reflective professionals who understand the strengths and potential of every child in every family and advocate for quality, accessible education for all.
As a graduate of this program, you will have the tools and skills you need to create safe and inclusive learning environments for all students and be prepared to serve in roles such as:
- Special education teacher
- Resource program teacher
- Intervention specialist
- Learning disabilities special education teacher
Middle School Education (Grades 5-9)
This degree is a Bachelor of Arts in Education. Upon successfully completing the initial teacher certification process, the state grants you certification in middle school in either science, language arts, mathematics or social science (Grades 5-9).
The middle school education program is a small, personalized program that serves those who wish to teach middle school or junior high school students. Throughout your time in SLU's middle school education program, you will obtain a sound educational background and develop leadership qualities including risk-taking, civic responsibility and ethical character. Graduates leave the program highly qualified and well-prepared to be reflective, ethical and responsive teachers who are committed to making the world more equitable and just through their work in schools and the communities they serve. While all middle school majors take required education courses, they must also complete courses for the specific subject area they intend to teach.
Secondary Education (Grades 9-12)
This degree is a Bachelor of Arts in Education. Upon successfully completing the initial teacher certification process, the state grants you certification in either English, mathematics or social science (Grades 9-12).
The secondary education program is a small, personalized program that serves those who wish to teach high school students. Throughout your time in the secondary education program, you will obtain a sound educational background and develop leadership qualities including risk-taking, civic responsibility and ethical character. Graduates leave the program highly qualified and well-prepared to be reflective, ethical and responsive teachers who are committed to making the world more equitable and just through their work in schools and the communities they serve. While all secondary majors take required education courses, they must also complete courses for the specific subject area they intend to teach.
Careers
A degree in education offers a wide range of career opportunities. While most graduates pursue a career in teaching, some choose to continue their studies in a graduate program before entering the workforce.
- Public or private schools
- Other teaching venues, such as
- Alternative schools
- Boys & Girls Clubs of America
- Camps
- Education centers (museums, zoos)
- Nonprofit organizations
- Outdoor or nature centers
- Religious centers
- Youth centers
- Before- and after-school programs
- Corporate training
- Instructional design
Job placement rates are high for graduates who have a degree in education. You can find immediate work when you graduate. Salaries can vary depending on where you live.
Fieldwork
Practical experience, classroom observations and a culminating yearlong internship/student teaching are integrated into the education curriculum experience at Saint Louis University. Students spend a significant amount of time in urban and suburban settings throughout the program, including local public, private and charter schools.
The culminating yearlong internship/student teaching experience affords the unique opportunity to be a member of a faculty and professional learning community within a host school. Students engage in real-life teaching over a longer period of time while gaining greater knowledge of school policies and procedures, and reflective practice, leading to a more knowledgeable transition to the first year of teaching.
The School of Education houses the PRiME Center, where undergraduates can apply for additional research opportunities.
Admission Requirements
First-Year Students
Solid academic performance in college preparatory coursework is a primary criterion in reviewing a first-year applicant’s file. Saint Louis University's admission process is standardized-test optional. "Test-optional" means that you can choose whether or not to submit ACT/SAT scores as part of your application for admission. Test scores are not required for admission or scholarships. International students are still required to demonstrate English proficiency, which may require submitting a test score.
To be considered for admission to any Saint Louis University undergraduate program, you must be approaching graduation from an accredited high school or have an acceptable score on the General Education Development (GED) test.
Transfer
Applicants must be graduates of an accredited high school or have an acceptable score on the GED. An official high school transcript and/or official GED test scores are required only of those students who have attempted fewer than 24 credits at a regionally accredited higher education institution. Those having completed 24 credits at a regionally accredited higher education institution need only submit a transcript from previously attended college(s).
In reviewing a transfer applicant’s file, the Office of Admission holistically examines the student’s academic performance in college-level coursework as an indicator of their ability to meet the academic rigors of Saint Louis University. The School of Education's admission committee reviews completed courses to determine which fulfill requirements for state certification.
Continuing Students
First-time students at Saint Louis University in a college or school other than education who wish to change their major to education must complete the following before admittance:
- Assessment of disposition: teacher candidate assessment disposition-student (TCAD-S)
- Discernment conversation with an education faculty member
- 2.75 cumulative GPA
- 3.00 education GPA and any EDUC courses taken prior to admission
- 3.00 content GPA and any content courses required for certification
Please contact the School of Education's undergraduate academic advisor for more information and to obtain the major-change application form. Once accepted into the School of Education, students are assigned an academic advisor and faculty mentor. Students who change their major to education after their first semester at SLU may need to complete additional courses and/or add time to earning their degree.
International Students
- Non-native English speakers must score a minimum of 6.5 on the IELTS, 80 on the iBT or 550 on the paper-based TOEFL exam. They must also score a 6 on the speaking section of the IELTS or the iBT, or pass an interview with personnel from Saint Louis University’s Office of International Services.
All admission policies and requirements for domestic students apply to international students. International students must also meet the following additional requirements:
- Demonstrate English Language Proficiency
- Academic records, in English translation, of students who have undertaken postsecondary studies outside the United States must include:
- Courses taken and/or lectures attended
- Practical laboratory work
- The maximum and minimum grades attainable
- The grades earned or the results of all end-of-term examinations
- Any honors or degrees received.
- WES and ECE transcripts are accepted.
- In order to be issued an I-20 for your F-1 visa application, students must submit financial documents. Proof of financial support that must include:
- A letter of financial support from the person(s) or sponsoring agency funding the student's time at Saint Louis University
- A letter from the sponsor's bank verifying that the funds are available and will be so for the duration of the student's study at the University
Tuition
Tuition | Cost Per Year |
---|---|
Undergraduate Tuition | $54,760 |
Additional charges may apply. Other resources are listed below:
Information on Tuition and Fees
Scholarships and Financial Aid
There are two principal ways to help finance a Saint Louis University education:
- Scholarships: Scholarships are awarded based on academic achievement, service, leadership and financial need.
- Financial Aid: Financial aid is provided through grants and loans, some of which require repayment.
Saint Louis University makes every effort to keep our education affordable. In fiscal year 2023, 99% of first-time freshmen and 92% of all students received financial aid and students received more than $459 million in aid University-wide.
For priority consideration for merit-based scholarships, apply for admission by December 1 and complete a Free Application for Federal Student Aid (FAFSA) by March 1.
For more information on scholarships and financial aid, visit the Office of Student Financial Services.
The following five key learning outcomes are the driving force of the curriculum in SLU's undergraduate education program. Our program is intentionally designed to develop in each graduate an awareness and understanding of their sense of identity, sense of purpose, sense of context, sense of inquiry, and sense of Praxis as described in the Compass Themes.
- As reflective scholar-practitioners, teacher candidates will analyze the rich complexities of an individual’s identity.
- As reflective scholar-practitioners, teacher candidates will defend an evolving sense of purpose grounded in Jesuit values.
- As reflective scholar-practitioners, teacher candidates will critically examine how education is influenced by context.
- As reflective scholar-practitioners, teacher candidates will engage in critical inquiry.
- As reflective scholar-practitioners, teacher candidates will demonstrate responsive teaching praxis in service to the human community.
Code | Title | Credits |
---|---|---|
University Undergraduate Core | 32-35 | |
Concentration | 88-95 | |
Select one of the following Concentrations: | ||
Total Credits | 120-130 |
Early Childhood Education (Birth-Grade 3)
In addition to the University's core requirements, the following courses must be successfully completed:
Code | Title | Credits |
---|---|---|
EDUC 1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUC 1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUC 1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUC 1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUC 1030 | Introduction to Teaching: Sense of Context | 1 |
EDUC 1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUC 1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUC 1100 | Reimagining School and Society | 2 |
EDUC 1200 | Growth, Development, and Learning | 3 |
EDUC 1300 | Exceptional Learners | 3 |
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
EDUC 2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUC 2310 | Principles of Early Childhood Education (Birth-Grade 3) | 3 |
EDUC 2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUC 2320 | Play Across the Curriculum (Birth-Grade 3) | 3 |
EDUC 3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUC 3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUC 3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUC 3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
EDUC 3310 | Designing, Delivering, and Documenting Integrated Curriculum for Infants and Toddlers (Birth-Age 3) | 4 |
EDUC 3320 | Designing, Delivering, and Documenting Integrated Curriculum for Preschoolers (Ages 3-5) | 4 |
EDUC 3330 | Curricular Foundations of Language and Literacy (Birth-Grade 3) | 3 |
EDUC 3335 | Curricular Foundations of Mathematics and Science (Birth-Grade 3) | 3 |
EDUC 3340 | Socially Just Pedagogy in Early Childhood Education (Birth-Grade 3) | 3 |
EDUC 3350 | Creative Arts for Young Children (Birth-Grade 3) | 3 |
EDUC 3600 | Designing, Delivering, and Documenting Integrated Mathematics/Science Curriculum (Kdg-Grade 12) | 3 |
EDUC 3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
EDUC 4000 | Collaboration in Education: Families and Communities | 3 |
EDUC 4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUC 4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUC 4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUC 4200 | Internship | 5 |
EDUC 4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUC 4310 | Leadership in Early Childhood Education | 3 |
EDUC 4500 | Student Teaching | 8 |
Total Credits | 87 |
Elementary Education: (Grades 1-6)
In addition to the University's core requirements, the following courses must be successfully completed:
Code | Title | Credits |
---|---|---|
EDUC 1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUC 1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUC 1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUC 1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUC 1030 | Introduction to Teaching: Sense of Context | 1 |
EDUC 1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUC 1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUC 1100 | Reimagining School and Society | 2 |
EDUC 1200 | Growth, Development, and Learning | 3 |
EDUC 1300 | Exceptional Learners | 3 |
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
EDUC 2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUC 2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUC 2400 | Literature and the Arts: A Tool for Advocacy, Equity, and Identity (Kindergarten-Grade 8) | 3 |
EDUC 3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUC 3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUC 3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUC 3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
EDUC 3330 | Curricular Foundations of Language and Literacy (Birth-Grade 3) | 3 |
EDUC 3335 | Curricular Foundations of Mathematics and Science (Birth-Grade 3) | 3 |
EDUC 3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUC 3550 | Curricular Foundations of Mathematical/Scientific Problem-Solving (Grades 4-12) | 3 |
EDUC 3560 | Promoting Health and Wellness Across the Elementary Curriculum | 2 |
EDUC 3600 | Designing, Delivering, and Documenting Integrated Mathematics/Science Curriculum (Kdg-Grade 12) | 3 |
EDUC 3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
EDUC 4000 | Collaboration in Education: Families and Communities | 3 |
EDUC 4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUC 4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUC 4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUC 4200 | Internship | 3-5 |
EDUC 4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUC 4400 | Understanding and Responding to All Mathematics Learners (Kindergarten-Grade 12) | 3 |
EDUC 4500 | Student Teaching | 8 |
Total Credits | 76-78 |
Special Education for Mild/Moderate Disabilities: (Kindergarten-Grade 12)
In addition to the University's core requirements, the following courses must be successfully completed:
Code | Title | Credits |
---|---|---|
EDUC 1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUC 1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUC 1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUC 1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUC 1030 | Introduction to Teaching: Sense of Context | 1 |
EDUC 1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUC 1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUC 1100 | Reimagining School and Society | 2 |
EDUC 1200 | Growth, Development, and Learning | 3 |
EDUC 1300 | Exceptional Learners | 3 |
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
EDUC 2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUC 2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUC 2400 | Literature and the Arts: A Tool for Advocacy, Equity, and Identity (Kindergarten-Grade 8) | 3 |
EDUC 2410 | Language Acquisition and Supports for Learners with Special Needs | 3 |
EDUC 3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUC 3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUC 3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUC 3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
EDUC 3330 | Curricular Foundations of Language and Literacy (Birth-Grade 3) | 3 |
EDUC 3335 | Curricular Foundations of Mathematics and Science (Birth-Grade 3) | 3 |
EDUC 3440 | Assessment to Inform Special Education Programming | 3 |
EDUC 3470 | Transition and Independence for Learners with Special Needs | 2 |
EDUC 3480 | Developing Strength-Based Class Communities in Specialized Settings | 3 |
EDUC 3490 | Designing and Implementing Curriculum for Learners with Mild/Moderate Educational Needs | 3 |
EDUC 3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUC 3550 | Curricular Foundations of Mathematical/Scientific Problem-Solving (Grades 4-12) | 3 |
EDUC 3600 | Designing, Delivering, and Documenting Integrated Mathematics/Science Curriculum (Kdg-Grade 12) | 3 |
EDUC 3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
EDUC 4000 | Collaboration in Education: Families and Communities | 3 |
EDUC 4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUC 4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUC 4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUC 4200 | Internship | 3-5 |
EDUC 4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUC 4400 | Understanding and Responding to All Mathematics Learners (Kindergarten-Grade 12) | 3 |
EDUC 4500 | Student Teaching | 8 |
Total Credits | 88-90 |
Middle School Education Language Arts (Grades 5-9)
In addition to the University's core requirements, the following courses must be successfully completed:
Code | Title | Credits |
---|---|---|
EDUC 1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUC 1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUC 1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUC 1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUC 1030 | Introduction to Teaching: Sense of Context | 1 |
EDUC 1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUC 1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUC 1100 | Reimagining School and Society | 2 |
EDUC 1200 | Growth, Development, and Learning | 3 |
EDUC 1300 | Exceptional Learners | 3 |
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
EDUC 2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUC 2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUC 2400 | Literature and the Arts: A Tool for Advocacy, Equity, and Identity (Kindergarten-Grade 8) | 3 |
EDUC 3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUC 3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUC 3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUC 3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
EDUC 3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUC 3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
EDUC 3800 | Middle School Organization and Philosophy (Grades 5-9) | 2 |
EDUC 4000 | Collaboration in Education: Families and Communities | 3 |
EDUC 4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUC 4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUC 4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUC 4200 | Internship | 3-5 |
EDUC 4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUC 4500 | Student Teaching | 8 |
Middle School Language Arts Content Requirements | ||
ENGL 1900 | Advanced Strategies of Rhetoric and Research | 3 |
ENGL 2250 | Conflict, Social Justice and Literature | 3 |
or ENGL 2350 | Faith, Doubt and Literature | |
or ENGL 2450 | Nature, Ecology & Literature | |
or ENGL 2550 | Gender, Identity & Literature | |
or ENGL 2650 | Technology, Media & Literature | |
or ENGL 2750 | Film, Culture and Literature | |
or ENGL 2850 | Nation, Identity and Literature | |
ENGL 3241 | Young Adult Literature | 3 |
ENGL 3854 | Living Writing | 3 |
ENGL 3250 | British Literary Traditions to 1800 | 3 |
or ENGL 3260 | British Literary Traditions after 1800 | |
or ENGL 3270 | American Literary Traditions to 1865 | |
or ENGL 3280 | American Literatures after 1865 | |
or ENGL 3310 | World Literary Traditions I | |
or ENGL 3330 | World Literary Traditions III | |
or ENGL 3470 | Introduction to Shakespeare | |
or ENGL 3490 | 19th Century British Literature | |
ENGL 3500 | Literature of the Postcolonial World | 3 |
or ENGL 3500 | Literature of the Postcolonial World | |
or ENGL 3520 | African American Literary Traditions II: After 1900 | |
or ENGL 3530 | Topics in African American Literary Traditions | |
or ENGL 3540 | Literature of the African Diaspora | |
or ENGL 3550 | Native American Literature | |
or ENGL 3560 | Ethnic American Literature | |
or ENGL 3570 | Writing Sex in the Middle Ages | |
or ENGL 3590 | Nature and Literature | |
or ENGL 3591 | Monsters of Europe: Nature and Monstrosity in European Literature | |
or ENGL 3600 | Women in Literature | |
or ENGL 3610 | The City and Literature | |
or ENGL 3620 | Topics in Spirituality and Literature | |
or ENGL 3630 | Disaster Narratives | |
or ENGL 3640 | British Culture and Travel | |
or ENGL 3650 | Science Fiction | |
or ENGL 3660 | LGBTQ Literature and Culture | |
or ENGL 3700 | The Bible & Literature | |
or ENGL 3730 | Introduction to Medical Humanities, Literature | |
or ENGL 3740 | Medicine and Literature | |
ENGL 4100 | History of the English Language | 3 |
or ENGL 4110 | Introduction to Linguistics | |
or ENGL 4120 | Writing with Style | |
4000-level courses select 1 additional 4000 level courses to complete the content requirements | 3 | |
Total Credits | 85-87 |
Middle School Education Science (Grades 5-9)
In addition to the University's core requirements, the following courses must be successfully completed:
Code | Title | Credits |
---|---|---|
EDUC 1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUC 1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUC 1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUC 1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUC 1030 | Introduction to Teaching: Sense of Context | 1 |
EDUC 1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUC 1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUC 1100 | Reimagining School and Society | 2 |
EDUC 1200 | Growth, Development, and Learning | 3 |
EDUC 1300 | Exceptional Learners | 3 |
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
EDUC 2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUC 2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUC 3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUC 3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUC 3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUC 3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
EDUC 3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUC 3550 | Curricular Foundations of Mathematical/Scientific Problem-Solving (Grades 4-12) | 3 |
EDUC 3600 | Designing, Delivering, and Documenting Integrated Mathematics/Science Curriculum (Kdg-Grade 12) | 3 |
EDUC 3800 | Middle School Organization and Philosophy (Grades 5-9) | 2 |
EDUC 4000 | Collaboration in Education: Families and Communities | 3 |
EDUC 4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUC 4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUC 4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUC 4200 | Internship | 3-5 |
EDUC 4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUC 4400 | Understanding and Responding to All Mathematics Learners (Kindergarten-Grade 12) | 3 |
EDUC 4500 | Student Teaching | 8 |
Middle School Science Content Requirements | ||
BIOL 1240 | General Biology: Information Flow and Evolution | 3 |
BIOL 1245 | Principles of Biology I Laboratory | 1 |
BIOL 1260 | General Biology: Transformations of Energy and Matter | 3 |
BIOL 1265 | Principles of Biology II Laboratory | 1 |
CHEM 1110 | General Chemistry 1 | 3 |
CHEM 1115 | General Chemistry 1 Laboratory | 1 |
EAS 1080 | Introduction to Environmental Science | 3-4 |
or EAS 2480 & EAS 2485 | Foundations of Environmental Science and Foundations of Environmental Science Lab | |
EAS 1420 | Introduction to Atmospheric Science | 3 |
or EAS 1430 | Introduction to the Solid Earth | |
or EAS 1450 | Introduction to Oceanography | |
PHYS 1310 | Physics I | 3 |
PHYS 1320 | Physics I Laboratory | 1 |
PHYS 1330 | Physics II | 3 |
PHYS 1340 | Physics II Laboratory | 1 |
Total Credits | 90-93 |
Middle School Education Mathematics (Grades 5-9)
In addition to the University's core requirements, the following courses must be successfully completed:
Code | Title | Credits |
---|---|---|
EDUC 1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUC 1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUC 1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUC 1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUC 1030 | Introduction to Teaching: Sense of Context | 1 |
EDUC 1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUC 1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUC 1100 | Reimagining School and Society | 2 |
EDUC 1200 | Growth, Development, and Learning | 3 |
EDUC 1300 | Exceptional Learners | 3 |
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
EDUC 2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUC 2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUC 3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUC 3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUC 3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUC 3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
EDUC 3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUC 3550 | Curricular Foundations of Mathematical/Scientific Problem-Solving (Grades 4-12) | 3 |
EDUC 3600 | Designing, Delivering, and Documenting Integrated Mathematics/Science Curriculum (Kdg-Grade 12) | 3 |
EDUC 3800 | Middle School Organization and Philosophy (Grades 5-9) | 2 |
EDUC 4000 | Collaboration in Education: Families and Communities | 3 |
EDUC 4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUC 4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUC 4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUC 4200 | Internship | 3-5 |
EDUC 4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUC 4400 | Understanding and Responding to All Mathematics Learners (Kindergarten-Grade 12) | 3 |
EDUC 4500 | Student Teaching | 8 |
Middle School Math Content Requirements | ||
MATH 1510 | Calculus I | 4 |
MATH 1520 | Calculus II | 4 |
MATH 1660 | Discrete Mathematics | 3 |
or MATH 2660 | Principles of Mathematics | |
STAT 1100 | Introduction to Statistics | 3 |
or STAT 1300 | Elementary Statistics with Computers | |
or STAT 3850 | Foundation of Statistics | |
CSCI 1040 | Introduction to Computer Science: Mobile Computing | 3 |
or CSCI 1050 | Introduction to Computer Science: Multimedia | |
or CSCI 1080 | Introduction to Computer Science: World Wide Web | |
EDUC Math Content (to be created) | 3 | |
EDUC Math Content (to be created) | 3 | |
Total Credits | 87-89 |
Middle School Education Social Science (Grades 5-9)
In addition to the University's core requirements, the following courses must be successfully completed:
Code | Title | Credits |
---|---|---|
EDUC 1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUC 1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUC 1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUC 1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUC 1030 | Introduction to Teaching: Sense of Context | 1 |
EDUC 1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUC 1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUC 1100 | Reimagining School and Society | 2 |
EDUC 1200 | Growth, Development, and Learning | 3 |
EDUC 1300 | Exceptional Learners | 3 |
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
EDUC 2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUC 2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUC 2400 | Literature and the Arts: A Tool for Advocacy, Equity, and Identity (Kindergarten-Grade 8) | 3 |
EDUC 3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUC 3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUC 3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUC 3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
EDUC 3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUC 3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
EDUC 3800 | Middle School Organization and Philosophy (Grades 5-9) | 2 |
EDUC 4000 | Collaboration in Education: Families and Communities | 3 |
EDUC 4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUC 4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUC 4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUC 4200 | Internship | 3-5 |
EDUC 4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUC 4500 | Student Teaching | 8 |
Middle School Social Science Content Requirements | ||
HIST 1110 | Origins of the Modern World to 1500 | 3 |
HIST 1120 | Origins of the Modern World (1500 to Present) | 3 |
HIST 1600 | History of the United States of America to 1865 | 3 |
HIST 1610 | History of the United States Since 1865 | 3 |
POLS 1150 | American Political Systems | 3 |
ECON 1900 | Principles of Economics | 3 |
EAS 1170 | Physical Geography | 3 |
or SOC 1180 | World Geography | |
PSY 1010 | General Psychology | 3 |
or SOC 1100 | Introduction to Sociology | |
or SOC 1110 | Introduction to Sociology: Diversity Emphasis | |
or SOC 1120 | Introduction to Sociology: Diversity and Health Emphasis | |
or ANTH 1200 | Introduction to Anthropology | |
Total Credits | 85-87 |
Secondary English (Grades 9-12)
In addition to the University's core requirements, the following courses must be successfully completed:
Code | Title | Credits |
---|---|---|
EDUC 1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUC 1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUC 1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUC 1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUC 1030 | Introduction to Teaching: Sense of Context | 1 |
EDUC 1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUC 1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUC 1100 | Reimagining School and Society | 2 |
EDUC 1200 | Growth, Development, and Learning | 3 |
EDUC 1300 | Exceptional Learners | 3 |
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
EDUC 2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUC 2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUC 3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUC 3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUC 3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUC 3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
EDUC 3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUC 3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
EDUC 4000 | Collaboration in Education: Families and Communities | 3 |
EDUC 4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUC 4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUC 4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUC 4200 | Internship | 3-5 |
EDUC 4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUC 4500 | Student Teaching | 8 |
Secondary English Content Requirements | ||
ENGL 1900 | Advanced Strategies of Rhetoric and Research | 3 |
ENGL 2250 | Conflict, Social Justice and Literature | 3 |
or ENGL 2350 | Faith, Doubt and Literature | |
or ENGL 2450 | Nature, Ecology & Literature | |
or ENGL 2550 | Gender, Identity & Literature | |
or ENGL 2650 | Technology, Media & Literature | |
or ENGL 2750 | Film, Culture and Literature | |
or ENGL 2850 | Nation, Identity and Literature | |
ENGL 3854 | Living Writing | 3 |
ENGL 3241 | Young Adult Literature | 3 |
Select 2 courses from below: | 6 | |
ENGL 4100 | History of the English Language | |
ENGL 4110 | Introduction to Linguistics | |
ENGL 4120 | Writing with Style | |
Comp & Rhetoric 1 3xxx & 1 4xxx | 6 | |
American Lit | 3 | |
English/World Lit | 6 | |
Total Credits | 89-91 |
Secondary Mathematics (Grades 9-12)
In addition to the University's core requirements, the following courses must be successfully completed:
Code | Title | Credits |
---|---|---|
EDUC 1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUC 1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUC 1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUC 1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUC 1030 | Introduction to Teaching: Sense of Context | 1 |
EDUC 1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUC 1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUC 1100 | Reimagining School and Society | 2 |
EDUC 1200 | Growth, Development, and Learning | 3 |
EDUC 1300 | Exceptional Learners | 3 |
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
EDUC 2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUC 2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUC 3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUC 3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUC 3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUC 3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
EDUC 3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUC 3550 | Curricular Foundations of Mathematical/Scientific Problem-Solving (Grades 4-12) | 3 |
EDUC 3600 | Designing, Delivering, and Documenting Integrated Mathematics/Science Curriculum (Kdg-Grade 12) | 3 |
EDUC 4000 | Collaboration in Education: Families and Communities | 3 |
EDUC 4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUC 4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUC 4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUC 4200 | Internship | 3-5 |
EDUC 4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUC 4400 | Understanding and Responding to All Mathematics Learners (Kindergarten-Grade 12) | 3 |
EDUC 4500 | Student Teaching | 8 |
Secondary Math Content Requirements | ||
MATH 1510 | Calculus I | 4 |
MATH 1520 | Calculus II | 4 |
MATH 2530 | Calculus III | 4 |
MATH 2660 | Principles of Mathematics | 3 |
MATH 3120 | Introduction to Linear Algebra | 3 |
MATH 4410 | Foundations of Geometry | 3 |
or MATH 4430 | Non-Euclidean Geometry | |
MATH 4110 | Introduction to Abstract Algebra | 3 |
or MATH 4120 | Linear Algebra | |
STAT 3850 | Foundation of Statistics | 3 |
CSCI 1060 | Introduction to Computer Science: Scientific Programming | 3-4 |
or CSCI 1300 | Introduction to Object-Oriented Programming | |
MATH 4050 | History of Mathematics | 3 |
Select 1 Math Elective: | 3 | |
MATH 3550 | Differential Equations | |
MATH 4150 | Number Theory | |
MATH 4800 | Probability Theory | |
MATH 4850 | Mathematical Statistics | |
MATH 4870 | Applied Regression | |
Total Credits | 98-101 |
Secondary Social Science (Grades 9-12)
In addition to the University's core requirements, the following courses must be successfully completed:
Code | Title | Credits |
---|---|---|
EDUC 1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUC 1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUC 1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUC 1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUC 1030 | Introduction to Teaching: Sense of Context | 1 |
EDUC 1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUC 1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUC 1100 | Reimagining School and Society | 2 |
EDUC 1200 | Growth, Development, and Learning | 3 |
EDUC 1300 | Exceptional Learners | 3 |
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
EDUC 2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUC 2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUC 3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUC 3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUC 3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUC 3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
EDUC 3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUC 3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
EDUC 4000 | Collaboration in Education: Families and Communities | 3 |
EDUC 4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUC 4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUC 4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUC 4200 | Internship | 3-5 |
EDUC 4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUC 4500 | Student Teaching | 8 |
Secondary Social Science Content Requirements | ||
EAS 1170 | Physical Geography | 3 |
or SOC 1180 | World Geography | |
ECON 1900 | Principles of Economics | 3 |
HIST 1110 | Origins of the Modern World to 1500 | 3 |
HIST 1120 | Origins of the Modern World (1500 to Present) | 3 |
HIST 1600 | History of the United States of America to 1865 | 3 |
HIST 1610 | History of the United States Since 1865 | 3 |
Select 1 World History Elective: | 3 | |
HIST 1710 | China and Japan Since 1600: Samurai, Revolutionaries, Entrepreneurs | |
HIST 2730 | Crossroads of the World: The Middle East and North Africa Through History | |
HIST 3030 | The Byzantine World: Faith and Power in a Thousand-Year Empire | |
HIST 3170 | Colonial Latin America | |
HIST 3220 | Jesuits and Their Worlds | |
HIST 3250 | World in Conflict Since 1945 | |
HIST 3720 | Cultural Encounters 1500-1700 | |
Select 2 U.S. History Electives: | 6 | |
HIST 3480 | U.S. Civil War and Reconstruction, 1850-1877 | |
HIST 3580 | American Slavery | |
HIST 3640 | History of the American West | |
HIST 3660 | History of Nature in America | |
HIST 3700 | U.S. Constitutional History | |
HIST 3250 | World in Conflict Since 1945 | |
HIST 3480 | U.S. Civil War and Reconstruction, 1850-1877 | |
HIST 3500 | Progressive Era to the Jazz Age, 1890-1920 | |
HIST 3600 | U.S. History in Film | |
HIST 3640 | History of the American West | |
HIST 3660 | History of Nature in America | |
HIST 3700 | U.S. Constitutional History | |
Select 2 Political Science Courses: | 6 | |
POLS 1000 | Introduction to Politics | |
POLS 1100 | Introduction to American Government | |
POLS 1150 | American Political Systems | |
POLS 1700 | Foundations of Political Theory | |
POLS 2100 | The American Constitution | |
POLS 2200 | State and Local Politics | |
Select 2 Social Sciences: | 6 | |
ANTH 1200 | Introduction to Anthropology | |
PSY 1010 | General Psychology | |
SOC 1100 | Introduction to Sociology | |
SOC 1110 | Introduction to Sociology: Diversity Emphasis | |
SOC 1120 | Introduction to Sociology: Diversity and Health Emphasis | |
Total Credits | 95-97 |
Teacher Learning Community Seminars
Teacher learning community seminars (TLCs) (EDUC 1015, EDUC 1025, EDUC 2015, EDUC 3015, EDUC 3025, EDUC 4015, and EDUC 4025) are co-requisite courses, by phase, to all education courses and allow for repeatable registration. Education majors must repeat a co-requisite teacher learning community seminar until all coursework within each phase is completed. It is recommended that majors follow the concentration area roadmap for course registration. The roadmap presents the minimum number of TLC credit hour requirements.
Non-Course Requirements and Continuation Standards
For a complete list of non-course requirements and continuation standards, see the School of Education Undergraduate Handbook.
Note: All EDUC courses in Phase I (1000-level) and Phase II (2000-level) can be taken together (following the required prerequisite and co-requisite courses), but all Phase I and II courses must be completed and passed before beginning Phase III (3000-level) courses. All courses in Phase III must be completed and passed before beginning Phase IV (4000-level).
A 2.75 cumulative GPA is required to be in good standing in the program. A 3.00 GPA is required for all EDUC coursework and all content area course requirements to be in good standing. A final grade of "C-" in any EDUC course, or any content course required for certification, is not accepted as a passing grade. In any course with a final grade of "C-" or below, the course must be repeated and passed. Please note this may delay program completion and require additional coursework/teacher learning community seminars.
Roadmaps are recommended semester-by-semester plans of study for programs and assume full-time enrollment unless otherwise noted.
Courses and milestones designated as critical (marked with !) must be completed in the semester listed to ensure a timely graduation. Transfer credit may change the roadmap.
This roadmap should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor/mentor each semester. Requirements, course availability and sequencing are subject to change.
Early Childhood Education (Birth-Grade 3)
Year One | ||
---|---|---|
Fall | Credits | |
CORE 1000 | Ignite First Year Seminar | 2-3 |
Cura Personalis: Self in Community | 1 | |
Eloquentia Perfecta: Written and Visual Communication | 3 | |
EDUC 1300 | Exceptional Learners | 3 |
EDUC 1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUC 1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUC 1200 | Growth, Development, and Learning (Satisfies CORE 3600) | 3 |
EDUC 1015 | Teacher Learning Community Seminar (Phase I) | 1 |
Credits | 15-16 | |
Spring | ||
Ultimate Questions: Theology | 3 | |
Ways of Thinking: Aesthetics, History and Culture | 3 | |
Ways of Thinking: Quantitative Reasoning | 3 | |
Eloquentia Perfecta: Writing Intensive Attribute | ||
EDUC 1030 | Introduction to Teaching: Sense of Context | 1 |
EDUC 1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUC 1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUC 1100 | Reimagining School and Society | 2 |
EDUC 1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
Credits | 16 | |
Year Two | ||
Fall | ||
Ultimate Questions: Philosophy | 3 | |
Ways of Thinking: Natural and Applied Sciences | 3 | |
Equity and Global Identities: Identities in Context Attribute | ||
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
EDUC 2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUC 2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
Equity and Global Identities: Dignity, Ethics, and a Just Society Attribute | ||
Credits | 14 | |
Spring | ||
Cura Personalis: Self in Contemplation | 0 | |
Eloquentia Perfecta: Oral & Visual Communication | 3 | |
Equity and Global Identities: Global Interdependence Attribute | ||
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2310 | Principles of Early Childhood Education (Birth-Grade 3) | 3 |
EDUC 2320 | Play Across the Curriculum (Birth-Grade 3) | 3 |
EDUC 3335 | Curricular Foundations of Mathematics and Science (Birth-Grade 3) | 3 |
Elective | 3 | |
Credits | 16 | |
Year Three | ||
Fall | ||
EDUC 3330 | Curricular Foundations of Language and Literacy (Birth-Grade 3) | 3 |
EDUC 3340 | Socially Just Pedagogy in Early Childhood Education (Birth-Grade 3) | 3 |
EDUC 3310 | Designing, Delivering, and Documenting Integrated Curriculum for Infants and Toddlers (Birth-Age 3) | 4 |
EDUC 3320 | Designing, Delivering, and Documenting Integrated Curriculum for Preschoolers (Ages 3-5) | 4 |
EDUC 3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
Credits | 15 | |
Spring | ||
Eloquentia Perfecta: Creative Expression | 2-3 | |
EDUC 3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
EDUC 3600 | Designing, Delivering, and Documenting Integrated Mathematics/Science Curriculum (Kdg-Grade 12) | 3 |
EDUC 3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUC 3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
EDUC 3350 | Creative Arts for Young Children (Birth-Grade 3) | 3 |
EDUC 3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
Credits | 16-17 | |
Year Four | ||
Fall | ||
Collaborative Inquiry | 2-3 | |
EDUC 4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUC 4000 | Collaboration in Education: Families and Communities | 3 |
EDUC 4310 | Leadership in Early Childhood Education | 3 |
EDUC 4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUC 4200 | Internship | 5 |
Credits | 15-16 | |
Spring | ||
Cura Personalis: Self in the World | 1 | |
EDUC 4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUC 4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUC 4500 | Student Teaching | 8 |
Reflection-in-Action Attribute | ||
Credits | 13 | |
Total Credits | 120-123 |
Elementary Education: (Grades 1-6)
Year One | ||
---|---|---|
Fall | Credits | |
CORE 1000 | Ignite First Year Seminar | 2-3 |
Cura Personalis: Self in Community | 1 | |
Eloquentia Perfecta: Written and Visual Communication | 3 | |
EDUC 1200 | Growth, Development, and Learning Fulfills: CORE Ways of Thinking: Social and Behavioral Sciences | 3 |
EDUC 1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUC 1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUC 1030 | Introduction to Teaching: Sense of Context | 1 |
Elective | 3 | |
Credits | 15-16 | |
Spring | ||
Ultimate Questions: Theology | 3 | |
Eloquentia Perfecta: Writing Intensive Attribute | ||
EDUC 1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUC 1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUC 1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUC 1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUC 1100 | Reimagining School and Society | 2 |
EDUC 1300 | Exceptional Learners | 3 |
Elective | 3 | |
Credits | 16 | |
Year Two | ||
Fall | ||
Eloquentia Perfecta: Oral & Visual Communication | 3 | |
Ultimate Questions: Philosophy | 3 | |
Ways of Thinking: Natural and Applied Sciences | 3 | |
Equity and Global Identities: Identities in Context Attribute | ||
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUC 2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
Elective | 3 | |
Credits | 17 | |
Spring | ||
Cura Personalis: Self in Contemplation | 0 | |
Ways of Thinking: Quantitative Reasoning | 3 | |
Equity and Global Identities: Global Interdependence Attribute | ||
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUC 2400 | Literature and the Arts: A Tool for Advocacy, Equity, and Identity (Kindergarten-Grade 8) | 3 |
Elective | 3 | |
Elective | 2 | |
Credits | 15 | |
Year Three | ||
Fall | ||
Eloquentia Perfecta: Creative Expression | 2-3 | |
EDUC 3330 | Curricular Foundations of Language and Literacy (Birth-Grade 3) | 3 |
EDUC 3335 | Curricular Foundations of Mathematics and Science (Birth-Grade 3) | 3 |
EDUC 3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUC 3550 | Curricular Foundations of Mathematical/Scientific Problem-Solving (Grades 4-12) | 3 |
EDUC 3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
Credits | 15-16 | |
Spring | ||
Ways of Thinking: Aesthetics, History and Culture | 3 | |
Equity and Global Identities: Dignity, Ethics, and a Just Society Attribute | ||
EDUC 3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
EDUC 3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUC 3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUC 3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
EDUC 3600 | Designing, Delivering, and Documenting Integrated Mathematics/Science Curriculum (Kdg-Grade 12) | 3 |
EDUC 3560 | Promoting Health and Wellness Across the Elementary | 2 |
Credits | 16 | |
Year Four | ||
Fall | ||
Collaborative Inquiry | 2-3 | |
EDUC 4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUC 4000 | Collaboration in Education: Families and Communities | 3 |
EDUC 4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUC 4400 | Understanding and Responding to All Mathematics Learners (Kindergarten-Grade 12) | 3 |
EDUC 4200 | Internship | 3-5 |
Credits | 13-16 | |
Spring | ||
Cura Personalis: Self in the World | 1 | |
EDUC 4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUC 4500 | Student Teaching | 8 |
EDUC 4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
Reflection-in-Action Attribute | ||
Credits | 13 | |
Total Credits | 120-125 |
Special Education for Mild/Moderate Disabilities: (Kindergarten-Grade 12)
Year One | ||
---|---|---|
Fall | Credits | |
CORE 1000 | Ignite First Year Seminar | 2-3 |
Cura Personalis: Self in Community | 1 | |
Eloquentia Perfecta: Written and Visual Communication | 3 | |
Ways of Thinking: Quantitative Reasoning | 3 | |
EDUC 1300 | Exceptional Learners | 3 |
EDUC 1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUC 1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUC 1030 | Introduction to Teaching: Sense of Context | 1 |
Credits | 15-16 | |
Spring | ||
Ultimate Questions: Theology | 3 | |
Eloquentia Perfecta: Writing Intensive Attribute | ||
Equity and Global Identities: Dignity, Ethics, and a Just Society Attribute | ||
EDUC 1200 | Growth, Development, and Learning Fulfills: CORE Ways of Thinking: Social and Behavioral Sciences | 3 |
EDUC 1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUC 1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUC 1100 | Reimagining School and Society | 2 |
EDUC 1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUC 1050 | Introduction to Teaching: Sense of Praxis | 1 |
Credits | 13 | |
Year Two | ||
Fall | ||
Eloquentia Perfecta: Oral & Visual Communication | 3 | |
Ways of Thinking: Aesthetics, History and Culture | 3 | |
Ways of Thinking: Natural and Applied Sciences | 3 | |
Equity and Global Identities: Global Interdependence Attribute | ||
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2410 | Language Acquisition and Supports for Learners with Special Needs | 3 |
EDUC 2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
Credits | 16 | |
Spring | ||
Cura Personalis: Self in Contemplation | 0 | |
Ultimate Questions: Philosophy | 3 | |
Eloquentia Perfecta: Creative Expression | 2-3 | |
Equity and Global Identities: Identities in Context Attribute | ||
EDUC 2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUC 2400 | Literature and the Arts: A Tool for Advocacy, Equity, and Identity (Kindergarten-Grade 8) | 3 |
Credits | 13-14 | |
Year Three | ||
Fall | ||
EDUC 3335 | Curricular Foundations of Mathematics and Science (Birth-Grade 3) | 3 |
EDUC 3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUC 3330 | Curricular Foundations of Language and Literacy (Birth-Grade 3) | 3 |
EDUC 3440 | Assessment to Inform Special Education Programming | 3 |
EDUC 3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUC 3550 | Curricular Foundations of Mathematical/Scientific Problem-Solving (Grades 4-12) | 3 |
EDUC 3470 | Transition and Independence for Learners with Special Needs | 2 |
Credits | 18 | |
Spring | ||
EDUC 3480 | Developing Strength-Based Class Communities in Specialized Settings | 3 |
EDUC 3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
EDUC 3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUC 3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUC 3490 | Designing and Implementing Curriculum for Learners with Mild/Moderate Educational Needs | 3 |
EDUC 3600 | Designing, Delivering, and Documenting Integrated Mathematics/Science Curriculum (Kdg-Grade 12) | 3 |
EDUC 3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
Credits | 17 | |
Year Four | ||
Fall | ||
Collaborative Inquiry | 2-3 | |
EDUC 4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUC 4000 | Collaboration in Education: Families and Communities | 3 |
EDUC 4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUC 4400 | Understanding and Responding to All Mathematics Learners (Kindergarten-Grade 12) | 3 |
EDUC 4200 | Internship | 3-5 |
Elective | 2 | |
Credits | 15-18 | |
Spring | ||
Cura Personalis: Self in the World | 1 | |
Reflection-in-Action Attribute | ||
EDUC 4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUC 4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUC 4500 | Student Teaching | 8 |
Credits | 13 | |
Total Credits | 120-125 |
Middle School Education Language Arts (Grades 5-9)
Year One | ||
---|---|---|
Fall | Credits | |
CORE 1000 | Ignite First Year Seminar | 2-3 |
Cura Personalis: Self in Community | 1 | |
ENGL 1900 | Advanced Strategies of Rhetoric and Research (Satisfies CORE 1900) | 3 |
EDUC 1200 | Growth, Development, and Learning (Satisfies CORE 3600) | 3 |
EDUC 1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUC 1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUC 1300 | Exceptional Learners | 3 |
Credits | 14-15 | |
Spring | ||
Ways of Thinking: Aesthetics, History and Culture | 3 | |
Eloquentia Perfecta: Writing Intensive Attribute | ||
EDUC 1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUC 1100 | Reimagining School and Society | 2 |
EDUC 1030 | Introduction to Teaching: Sense of Context | 1 |
EDUC 1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUC 1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUC 1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
ENGL 2250 or ENGL 2350 or ENGL 2450 or ENGL 2550 or ENGL 2650 or ENGL 2750 or ENGL 2850 |
Conflict, Social Justice and Literature or Faith, Doubt and Literature or Nature, Ecology & Literature or Gender, Identity & Literature or Technology, Media & Literature or Film, Culture and Literature or Nation, Identity and Literature |
3 |
Elective | 3 | |
Credits | 17 | |
Year Two | ||
Fall | ||
Eloquentia Perfecta: Oral & Visual Communication | 3 | |
Ultimate Questions: Theology | 3 | |
Equity and Global Identities: Identities in Context Attribute | ||
ENGL 3241 | Young Adult Literature | 3 |
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUC 2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
Elective | 3 | |
Credits | 17 | |
Spring | ||
Cura Personalis: Self in Contemplation | 0 | |
Ultimate Questions: Philosophy | 3 | |
Ways of Thinking: Natural and Applied Sciences | 3 | |
Equity and Global Identities: Global Interdependence Attribute | ||
ENGL 3854 | Living Writing | 3 |
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUC 2400 | Literature and the Arts: A Tool for Advocacy, Equity, and Identity (Kindergarten-Grade 8) | 3 |
Credits | 16 | |
Year Three | ||
Fall | ||
Ways of Thinking: Quantitative Reasoning | 3 | |
ENGL 3xxx | History & Context | 3 |
ENGL 3xxx | Culture & Critique | 3 |
EDUC 3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUC 3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUC 3800 | Middle School Organization and Philosophy | 2 |
EDUC 3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
Credits | 16 | |
Spring | ||
Eloquentia Perfecta: Creative Expression | 2-3 | |
Equity and Global Identities: Dignity, Ethics, and a Just Society Attribute | ||
ENGL 4xxx | 3 | |
ENGL 4120 or ENGL 4100 or ENGL 4110 |
Writing with Style or History of the English Language or Introduction to Linguistics |
3 |
EDUC 3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUC 3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUC 3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
Credits | 15-16 | |
Year Four | ||
Fall | ||
Collaborative Inquiry | 2-3 | |
EDUC 4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUC 4000 | Collaboration in Education: Families and Communities | 3 |
EDUC 4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUC 4200 | Internship | 3-5 |
Elective | 2 | |
Credits | 12-15 | |
Spring | ||
Cura Personalis: Self in the World | 1 | |
Reflection-in-Action Attribute | ||
EDUC 4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUC 4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUC 4500 | Student Teaching | 8 |
Credits | 13 | |
Total Credits | 120-125 |
Middle School Education Science (Grades 5-9)
Year One | ||
---|---|---|
Fall | Credits | |
CORE 1000 | Ignite First Year Seminar | 2-3 |
Cura Personalis: Self in Community | 1 | |
CHEM 1110 | General Chemistry 1 (Satisfies CORE 3800) | 3 |
CHEM 1115 | General Chemistry 1 Laboratory | 1 |
EDUC 1200 | Growth, Development, and Learning (Satisfies CORE 3600) | 3 |
EDUC 1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUC 1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUC 1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUC 1040 | Introduction to Teaching: Sense of Inquiry | 1 |
Credits | 14-15 | |
Spring | ||
Eloquentia Perfecta: Written and Visual Communication | 3 | |
Ways of Thinking: Quantitative Reasoning | 3 | |
Eloquentia Perfecta: Writing Intensive Attribute | ||
EDUC 1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUC 1100 | Reimagining School and Society | 2 |
EDUC 1030 | Introduction to Teaching: Sense of Context | 1 |
EDUC 1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUC 1300 | Exceptional Learners | 3 |
Credits | 15 | |
Year Two | ||
Fall | ||
Eloquentia Perfecta: Oral & Visual Communication | 3 | |
Ultimate Questions: Theology | 3 | |
Equity and Global Identities: Identities in Context Attribute | ||
BIOL 1240 | General Biology: Information Flow and Evolution | 3 |
BIOL 1245 | Principles of Biology I Laboratory | 1 |
EAS 1420 or EAS 1430 or EAS 1450 |
Introduction to Atmospheric Science or Introduction to the Solid Earth or Introduction to Oceanography |
3 |
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUC 2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
Credits | 18 | |
Spring | ||
Cura Personalis: Self in Contemplation | 0 | |
Ultimate Questions: Philosophy | 3 | |
Equity and Global Identities: Global Interdependence Attribute | ||
EAS 1080 or EAS 2480 and EAS 2485 |
Introduction to Environmental Science or Foundations of Environmental Science and Foundations of Environmental Science Lab |
3-4 |
BIOL 1260 | General Biology: Transformations of Energy and Matter | 3 |
BIOL 1265 | Principles of Biology II Laboratory | 1 |
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
Credits | 14-15 | |
Year Three | ||
Fall | ||
Ways of Thinking: Aesthetics, History and Culture | 3 | |
PHYS 1310 | College Physics I | 3 |
PHYS 1320 | College Physics I Laboratory | 1 |
EDUC 3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUC 3550 | Curricular Foundations of Mathematical/Scientific Problem-Solving (Grades 4-12) | 3 |
EDUC 3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUC 3800 | Middle School Organization and Philosophy | 2 |
EDUC 3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
Credits | 17 | |
Spring | ||
Eloquentia Perfecta: Creative Expression | 2-3 | |
Equity and Global Identities: Dignity, Ethics, and a Just Society Attribute | ||
PHYS 1330 | College Physics II | 3 |
PHYS 1340 | College Physics II Laboratory | 1 |
EDUC 3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUC 3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUC 3600 | Designing, Delivering, and Documenting Integrated Mathematics/Science Curriculum (Kdg-Grade 12) | 3 |
Elective | 1 | |
Credits | 14-15 | |
Year Four | ||
Fall | ||
Collaborative Inquiry | 2-3 | |
EDUC 4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUC 4000 | Collaboration in Education: Families and Communities | 3 |
EDUC 4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUC 4400 | Understanding and Responding to All Mathematics Learners (Kindergarten-Grade 12) | 3 |
EDUC 4200 | Internship | 3-5 |
Elective | 2 | |
Credits | 15-18 | |
Spring | ||
Cura Personalis: Self in the World | 1 | |
Reflection-in-Action Attribute | ||
EDUC 4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUC 4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUC 4500 | Student Teaching | 8 |
Credits | 13 | |
Total Credits | 120-126 |
Middle School Education Mathematics (Grades 5-9)
Year One | ||
---|---|---|
Fall | Credits | |
CORE 1000 | Ignite First Year Seminar | 2-3 |
Cura Personalis: Self in Community | 1 | |
MATH 1510 | Calculus I (Satisfies CORE 3200) | 4 |
EDUC 1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUC 1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUC 1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUC 1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUC 1200 | Growth, Development, and Learning (Satisfies CORE 3600) | 3 |
Elective | 2 | |
Credits | 16-17 | |
Spring | ||
Eloquentia Perfecta: Written and Visual Communication | 3 | |
MATH 1520 | Calculus II | 4 |
EDUC 1100 | Reimagining School and Society | 2 |
EDUC 1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUC 1030 | Introduction to Teaching: Sense of Context | 1 |
EDUC 1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUC 1300 | Exceptional Learners | 3 |
Credits | 16 | |
Year Two | ||
Fall | ||
Eloquentia Perfecta: Oral & Visual Communication | 3 | |
Ultimate Questions: Theology | 3 | |
MATH 1660 or MATH 2660 |
Discrete Mathematics or Principles of Mathematics |
3 |
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUC 2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
Eloquentia Perfecta: Writing Intensive Attribute | ||
Elective | 1 | |
Credits | 15 | |
Spring | ||
Cura Personalis: Self in Contemplation | 0 | |
Ultimate Questions: Philosophy | 3 | |
Ways of Thinking: Natural and Applied Sciences | 3 | |
STAT 1100 or STAT 1300 or STAT 3850 |
Introduction to Statistics or Elementary Statistics with Computers or Foundation of Statistics |
3 |
CSCI 1040 or CSCI 1050 or CSCI 1080 |
Introduction to Computer Science: Mobile Computing or Introduction to Computer Science: Multimedia or Introduction to Computer Science: World Wide Web |
3 |
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
Credits | 16 | |
Year Three | ||
Fall | ||
Ways of Thinking: Aesthetics, History and Culture | 3 | |
Equity and Global Identities: Dignity, Ethics, and a Just Society Attribute | ||
EDUC MATH Content TBD | 3 | |
EDUC 3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUC 3550 | Curricular Foundations of Mathematical/Scientific Problem-Solving (Grades 4-12) | 3 |
EDUC 3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUC 3800 | Middle School Organization and Philosophy | 2 |
EDUC 3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
Credits | 16 | |
Spring | ||
Eloquentia Perfecta: Creative Expression | 2-3 | |
Equity and Global Identities: Identities in Context Attribute | ||
EDUC Math Content TBD | 3 | |
EDUC 3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUC 3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUC 3600 | Designing, Delivering, and Documenting Integrated Mathematics/Science Curriculum (Kdg-Grade 12) | 3 |
Elective | 3 | |
Credits | 15-16 | |
Year Four | ||
Fall | ||
Collaborative Inquiry | 2-3 | |
EDUC 4000 | Collaboration in Education: Families and Communities | 3 |
EDUC 4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUC 4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUC 4400 | Understanding and Responding to All Mathematics Learners (Kindergarten-Grade 12) | 3 |
EDUC 4200 | Internship | 3-5 |
Equity and Global Identities: Global Interdependence Attribute | ||
Credits | 13-16 | |
Spring | ||
Cura Personalis: Self in the World | 1 | |
Reflection-in-Action Attribute | ||
EDUC 4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUC 4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUC 4500 | Student Teaching | 8 |
Credits | 13 | |
Total Credits | 120-125 |
Middle School Education Social Science (Grades 5-9)
Year One | ||
---|---|---|
Fall | Credits | |
CORE 1000 | Ignite First Year Seminar | 2-3 |
Cura Personalis: Self in Community | 1 | |
Ways of Thinking: Quantitative Reasoning | 3 | |
EDUC 1200 | Growth, Development, and Learning (Satisfies CORE 3600) | 3 |
EDUC 1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUC 1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUC 1040 | Introduction to Teaching: Sense of Inquiry | 1 |
HIST 1110 | Origins of the Modern World to 1500 | 3 |
Credits | 15-16 | |
Spring | ||
Eloquentia Perfecta: Written and Visual Communication | 3 | |
Eloquentia Perfecta: Writing Intensive Attribute | ||
HIST 1120 | Origins of the Modern World (1500 to Present) | 3 |
EDUC 1100 | Reimagining School and Society | 2 |
EDUC 1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUC 1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUC 1030 | Introduction to Teaching: Sense of Context | 1 |
EDUC 1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUC 1300 | Exceptional Learners | 3 |
Credits | 16 | |
Year Two | ||
Fall | ||
Eloquentia Perfecta: Oral & Visual Communication | 3 | |
Ultimate Questions: Theology | 3 | |
Ways of Thinking: Natural and Applied Sciences | 3 | |
Equity and Global Identities: Global Interdependence Attribute | ||
HIST 1600 | History of the United States of America to 1865 (Satisfies CORE 3400) | 3 |
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUC 2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
Credits | 17 | |
Spring | ||
Cura Personalis: Self in Contemplation | 0 | |
Ultimate Questions: Philosophy | 3 | |
Equity and Global Identities: Identities in Context Attribute | ||
HIST 1610 | History of the United States Since 1865 | 3 |
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
EDUC 2400 | Literature and the Arts: A Tool for Advocacy, Equity, and Identity (Kindergarten-Grade 8) | 3 |
Elective | 2 | |
Credits | 15 | |
Year Three | ||
Fall | ||
Equity and Global Identities: Dignity, Ethics, and a Just Society Attribute | ||
POLS 1150 | American Political Systems | 3 |
ECON 1900 | Principles of Economics | 3 |
EDUC 3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUC 3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUC 3800 | Middle School Organization and Philosophy | 2 |
EDUC 3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
Elective | 3 | |
Credits | 16 | |
Spring | ||
Eloquentia Perfecta: Creative Expression | 2-3 | |
SOC 1180 or EAS 1170 |
World Geography or Physical Geography |
3 |
PSY 1010 or SOC 1100 or SOC 1110 or SOC 1120 or ANTH 1200 |
General Psychology or Introduction to Sociology or Introduction to Sociology: Diversity Emphasis or Introduction to Sociology: Diversity and Health Emphasis or Introduction to Anthropology |
3 |
EDUC 3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUC 3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUC 3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
Credits | 15-16 | |
Year Four | ||
Fall | ||
Collaborative Inquiry | 2-3 | |
EDUC 4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUC 4000 | Collaboration in Education: Families and Communities | 3 |
EDUC 4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUC 4200 | Internship | 3-5 |
Elective | 3 | |
Credits | 13-16 | |
Spring | ||
Reflection-in-Action Attribute | ||
Cura Personalis: Self in the World | 1 | |
EDUC 4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUC 4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUC 4500 | Student Teaching | 8 |
Credits | 13 | |
Total Credits | 120-125 |
Secondary English (Grades 9-12)
Year One | ||
---|---|---|
Fall | Credits | |
CORE 1000 | Ignite First Year Seminar | 2-3 |
Cura Personalis: Self in Community | 1 | |
ENGL 1900 | Advanced Strategies of Rhetoric and Research (Satisfies CORE 1900) | 3 |
EDUC 1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUC 1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUC 1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUC 1200 | Growth, Development, and Learning (Satisfies CORE 3600) | 3 |
EDUC 1300 | Exceptional Learners | 3 |
Credits | 15-16 | |
Spring | ||
Ultimate Questions: Theology | 3 | |
Eloquentia Perfecta: Writing Intensive Attribute | ||
ENGL 2250 or ENGL 2450 or ENGL 2550 or ENGL 2650 or ENGL 2750 or ENGL 2850 |
Conflict, Social Justice and Literature (Satisfies CORE 3400) or Nature, Ecology & Literature or Gender, Identity & Literature or Technology, Media & Literature or Film, Culture and Literature or Nation, Identity and Literature |
3 |
EDUC 1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUC 1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUC 1030 | Introduction to Teaching: Sense of Context | 1 |
EDUC 1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUC 1100 | Reimagining School and Society | 2 |
Credits | 13 | |
Year Two | ||
Fall | ||
Equity and Global Identities: Identities in Context Attribute | ||
Ways of Thinking: Natural and Applied Sciences | 3 | |
ENGL 3xxx | (World Lit) Culture/Critique | 3 |
ENGL 3241 | Young Adult Literature | 3 |
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUC 2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
Elective | 1 | |
Credits | 15 | |
Spring | ||
Cura Personalis: Self in Contemplation | 0 | |
Ultimate Questions: Philosophy | 3 | |
Eloquentia Perfecta: Oral & Visual Communication | 3 | |
Equity and Global Identities: Global Interdependence Attribute | ||
ENGL 3854 | Living Writing | 3 |
ENGL 3xxx | (American Lit) History & Context | 3 |
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
Credits | 16 | |
Year Three | ||
Fall | ||
Ways of Thinking: Quantitative Reasoning | 3 | |
Eloquentia Perfecta: Creative Expression | 2-3 | |
ENGL 3xxx | (Comp/Rhetoric) | 3 |
ENGL 4xxx | (World Lit) | 3 |
EDUC 3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUC 3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUC 3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
Credits | 16-17 | |
Spring | ||
Equity and Global Identities: Dignity, Ethics, and a Just Society Attribute | ||
ENGL 4xxx | (Comp/Rhetoric) | 3 |
ENGL 4100 or ENGL 4110 or ENGL 4120 |
History of the English Language or Introduction to Linguistics or Writing with Style |
3 |
EDUC 3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUC 3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUC 3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
Elective | 3 | |
Credits | 16 | |
Year Four | ||
Fall | ||
Collaborative Inquiry | 2-3 | |
ENGL 4100 or ENGL 4110 or ENGL 4120 |
History of the English Language or Introduction to Linguistics or Writing with Style |
3 |
ENGL 4xxx | 3 | |
EDUC 4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUC 4000 | Collaboration in Education: Families and Communities | 3 |
EDUC 4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUC 4200 | Internship | 3-5 |
Credits | 16-19 | |
Spring | ||
Reflection-in-Action Attribute | ||
Cura Personalis: Self in the World | 1 | |
EDUC 4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUC 4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUC 4500 | Student Teaching | 8 |
Credits | 13 | |
Total Credits | 120-125 |
Secondary Mathematics (Grades 9-12)
Year One | ||
---|---|---|
Fall | Credits | |
CORE 1000 | Ignite First Year Seminar | 2-3 |
Eloquentia Perfecta: Written and Visual Communication | 3 | |
Cura Personalis: Self in Community | 1 | |
MATH 1510 | Calculus I (Satisfies CORE 3200) | 4 |
EDUC 1200 | Growth, Development, and Learning (Satisfies CORE 3600) | 3 |
EDUC 1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUC 1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUC 1040 | Introduction to Teaching: Sense of Inquiry | 1 |
Credits | 16-17 | |
Spring | ||
Ultimate Questions: Theology | 3 | |
Eloquentia Perfecta: Writing Intensive Attribute | ||
MATH 1520 | Calculus II | 4 |
EDUC 1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUC 1020 | Introduction to Teaching: Sense of Purpose | 1 |
EDUC 1030 | Introduction to Teaching: Sense of Context | 1 |
EDUC 1100 | Reimagining School and Society | 2 |
EDUC 1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUC 1300 | Exceptional Learners | 3 |
Credits | 17 | |
Year Two | ||
Fall | ||
Eloquentia Perfecta: Oral & Visual Communication | 3 | |
Ways of Thinking: Natural and Applied Sciences | 3 | |
Equity and Global Identities: Identities in Context Attribute | ||
MATH 2530 | Calculus III | 4 |
MATH 2660 | Principles of Mathematics | 3 |
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
Credits | 17 | |
Spring | ||
Cura Personalis: Self in Contemplation | 0 | |
Ultimate Questions: Philosophy | 3 | |
Equity and Global Identities: Global Interdependence Attribute | ||
MATH 3120 | Introduction to Linear Algebra | 3 |
MATH 4410 or MATH 4430 |
Foundations of Geometry or Non-Euclidean Geometry |
3 |
EDUC 2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
Credits | 14 | |
Year Three | ||
Fall | ||
Eloquentia Perfecta: Creative Expression | 2-3 | |
Equity and Global Identities: Dignity, Ethics, and a Just Society Attribute | ||
MATH 4110 or MATH 4120 |
Introduction to Abstract Algebra or Linear Algebra |
3 |
STAT 3850 | Foundation of Statistics | 3 |
EDUC 3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUC 3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUC 3550 | Curricular Foundations of Mathematical/Scientific Problem-Solving (Grades 4-12) | 3 |
EDUC 3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
Credits | 16-17 | |
Spring | ||
Ways of Thinking: Aesthetics, History and Culture | 3 | |
CSCI 1060 or CSCI 1300 |
Introduction to Computer Science: Scientific Programming or Introduction to Object-Oriented Programming |
3-4 |
MATH 4050 | History of Mathematics | 3 |
EDUC 3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUC 3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUC 3600 | Designing, Delivering, and Documenting Integrated Mathematics/Science Curriculum (Kdg-Grade 12) | 3 |
Credits | 16-17 | |
Year Four | ||
Fall | ||
Collaborative Inquiry | 2-3 | |
MATH 3550 or MATH 4150 or MATH 4800 or MATH 4850 or STAT 4870 |
Differential Equations or Number Theory or Probability Theory or Mathematical Statistics or Applied Regression |
3 |
EDUC 4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUC 4400 | Understanding and Responding to All Mathematics Learners (Kindergarten-Grade 12) | 3 |
EDUC 4000 | Collaboration in Education: Families and Communities | 3 |
EDUC 4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUC 4200 | Internship | 3-5 |
Credits | 16-19 | |
Spring | ||
Reflection-in-Action Attribute | ||
Cura Personalis: Self in the World | 1 | |
EDUC 4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUC 4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUC 4500 | Student Teaching | 8 |
Credits | 13 | |
Total Credits | 125-131 |
Secondary Social Science (Grades 9-12)
Year One | ||
---|---|---|
Fall | Credits | |
CORE 1000 | Ignite First Year Seminar | 2-3 |
Eloquentia Perfecta: Written and Visual Communication | 3 | |
Cura Personalis: Self in Community | 1 | |
HIST 1110 | Origins of the Modern World to 1500 | 3 |
EAS 1170 or SOC 1180 |
Physical Geography or World Geography |
3 |
EDUC 1015 | Teacher Learning Community Seminar (Phase I) | 1 |
EDUC 1010 | Introduction to Teaching: Sense of Identity | 1 |
EDUC 1020 | Introduction to Teaching: Sense of Purpose | 1 |
Credits | 15-16 | |
Spring | ||
Ultimate Questions: Theology | 3 | |
Equity and Global Identities: Global Interdependence Attribute | ||
HIST 1120 | Origins of the Modern World (1500 to Present) | 3 |
EDUC 1200 | Growth, Development, and Learning (Satisfies CORE 3600) | 3 |
EDUC 1025 | Teacher Learning Community Seminar with Field Experience (Phase I) | 2 |
EDUC 1030 | Introduction to Teaching: Sense of Context | 1 |
EDUC 1040 | Introduction to Teaching: Sense of Inquiry | 1 |
EDUC 1050 | Introduction to Teaching: Sense of Praxis | 1 |
EDUC 1100 | Reimagining School and Society | 2 |
Credits | 16 | |
Year Two | ||
Fall | ||
Ways of Thinking: Natural and Applied Sciences | 3 | |
Eloquentia Perfecta: Writing Intensive Attribute | ||
PSY 1010 or SOC 1100 or SOC 1110 or SOC 1120 or ANTH 1200 |
General Psychology or Introduction to Sociology or Introduction to Sociology: Diversity Emphasis or Introduction to Sociology: Diversity and Health Emphasis or Introduction to Anthropology |
3 |
HIST 1600 | History of the United States of America to 1865 (Satisfies CORE 3400) | 3 |
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 1300 | Exceptional Learners | 3 |
EDUC 2150 | Environments for Learning 1: Space and Classroom Design | 1 |
EDUC 2100 | Big Ideas: Literacy and Social Studies (Birth-Grade 12) | 3 |
Credits | 17 | |
Spring | ||
Cura Personalis: Self in Contemplation | 0 | |
Ultimate Questions: Philosophy | 3 | |
Eloquentia Perfecta: Oral & Visual Communication | 3 | |
Equity and Global Identities: Identities in Context Attribute | ||
SOC 1100 or PSY 1010 or SOC 1120 or ANTH 1200 |
Introduction to Sociology or General Psychology or Introduction to Sociology: Diversity and Health Emphasis or Introduction to Anthropology |
3 |
HIST 1610 | History of the United States Since 1865 | 3 |
EDUC 2015 | Teacher Learning Community Seminar (Phase II) | 1 |
EDUC 2200 | Big Ideas: Mathematics and Science (Birth-Grade 12) | 3 |
Credits | 16 | |
Year Three | ||
Fall | ||
Ways of Thinking: Quantitative Reasoning | 3 | |
Eloquentia Perfecta: Creative Expression | 2-3 | |
POLS 1000 | Introduction to Politics | 3 |
World History Elective | 3 | |
EDUC 3015 | Teacher Learning Community Seminar - Teachers as Researchers (Phase III) | 1 |
EDUC 3500 | Curricular Foundations of Disciplinary Literacy (Grades 4-12) | 3 |
EDUC 3150 | Environments for Learning 2: Intentional Design for Classroom Management | 1 |
Credits | 16-17 | |
Spring | ||
Equity and Global Identities: Dignity, Ethics, and a Just Society Attribute | ||
American History Elective | 3 | |
ECON 1900 | Principles of Economics | 3 |
POLS 1000 or POLS 1000 or POLS 1100 or POLS 1150 or POLS 1700 or POLS 2100 or POLS 2200 |
Introduction to Politics or Introduction to Politics or Introduction to American Government or American Political Systems or Foundations of Political Theory or The American Constitution or State and Local Politics |
3 |
EDUC 3025 | Teacher Learning Community Seminar - Learners as Researchers (Phase III) | 1 |
EDUC 3000 | Inclusive Practices in Instructional Settings (Birth-Grade 12) | 3 |
EDUC 3700 | Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12) | 3 |
Credits | 16 | |
Year Four | ||
Fall | ||
Collaborative Inquiry | 2-3 | |
American History Elective | 3 | |
EDUC 4150 | Environments for Learning 3: Creating Culturally Sustaining Learning Environments | 1 |
EDUC 4000 | Collaboration in Education: Families and Communities | 3 |
EDUC 4015 | Teacher Learning Community Seminar (Phase IV) | 1 |
EDUC 4200 | Internship | 3-5 |
Credits | 13-16 | |
Spring | ||
Cura Personalis: Self in the World | 1 | |
Reflection-in-Action Attribute | ||
EDUC 4025 | Teacher Learning Community - Senior Seminar (Phase IV) | 1 |
EDUC 4300 | Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12) | 3 |
EDUC 4500 | Student Teaching | 8 |
Credits | 13 | |
Total Credits | 122-127 |
Roadmaps are recommended semester-by-semester plans of study for programs and assume full-time enrollment unless otherwise noted.
Courses and milestones designated as critical (marked with !) must be completed in the semester listed to ensure a timely graduation. Transfer credit may change the roadmap.
This roadmap should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor/mentor each semester. Requirements, course availability and sequencing are subject to change.
For additional admission questions, please contact:
Saint Louis University School of Education
314-977-3292
slued@slu.edu