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Gayle Luck (chair), Richard Peters
Admission to the Teacher Education Program
and to Student Teaching
Cornell offers majors in both Elementary and Secondary Education. Students desiring to be licensed to teach in the public and private K-12 schools should apply before February 1 of their sophomore year to the Education Department for admission to the Teacher Education Program, using the forms available from the Education Office. Those seeking admission to the Teacher Education Program after February 1 of their sophomore year must have special permission from the chair of the Education Department to apply.
Three additional conditions must be met before the Department will consider the application: the student must (1) have filed with the Registrar a Declaration of Degree Program and of Majors, (2) have completed EDU 205 (Foundations of Education) and one other 200-level Education course, and (3) have a Cornell cumulative grade point average of 2.5 or higher. The final decision on admission rests with the Education faculty and will be made after evaluating a completed application that includes two faculty recommendations, writing examination, and performance in the classroom.
In order to be admitted to student teaching, all students must have a cumulative grade point average of 2.7 or higher, complete the Student Teacher Assignment form by February 15 of the junior year, complete all the required 200- and 300-level Education courses, be recommended by the chair of the Education Department, and be accepted as a student teacher by a local cooperating classroom teacher. Before being admitted to student teaching, a student seeking a license in Secondary Education must obtain the endorsement of the chair of her or his subject major department and have made substantial progress toward completion of the teaching subject major. Student teaching must be done during three consecutive terms: normally Terms I, II, and III of the senior year or a fifth year, unless unusual circumstances certified by the student's advisor and the chair of the Education Department demand otherwise.
Recommendation for Licensure
After a student has successfully completed three consecutive terms of student teaching and has received a baccalaureate degree, the Education Department, in consultation with the student's cooperating classroom teacher, will make the final decision on Cornell College's recommendation for licensure. Completion of student teaching does NOT guarantee recommendation for a teaching license.
Teacher Education Program
Whether a candidate for the B.A., B.Mus., B.Ph., or B.S.S. degree, every teacher education major must complete the following requirements. B.A. candidates should note that not all the options for satisfying the B.A. requirements will satisfy the State of Iowa's General Education requirements for licensure.
Elementary Education Major : A minimum of 12 course credits in Education, which include EDU 205, 215, 230, 240, 314, 317, 318, 319, 410, 420, 430, and 483; two of the following courses: ART 104 (Design), MUS 301 (Elementary School Music), or PED 324 (Elementary Physical Education Methods); and three courses, to be approved by the Education Department, in a department other than Education or in a recognized interdepartmental major.
- One course in the humanities selected from (1) English and Foreign Language literatures, (2) History, (3) Philosophy, (4) Religion, or (5) Art history, Music history or appreciation, or Theatre history.
- A college-level course in mathematics or statistics.
Even though a student may have been exempted by Cornell from its B.A. Mathematics requirement on the basis of having the requisite ACT or SAT mathematics score, the candidate for licensure must still complete a college-level mathematics or statistics course. However, students who earned a score of 4 or 5 on either of the College Entrance Examination Board's Advanced Placement (AP) Calculus examinations or exemption on Cornell's Calculus Advanced Placement test are not required to take additional mathematics. This requirement may also be satisfied by taking a summer school mathematics course approved in advance by the Cornell Department of Education.
- One course in Biology.
- One course in a physical science selected from Chemistry, Geology, or Physics.
- One course in a behavioral science selected from Anthropology, Psychology, or Sociology.
- One course in a social science selected from Economics and Business, Politics, or, if not taken to satisfy the behavioral requirement, Anthropology or Sociology.
- One of the following major programs:
Secondary Education Major : A minimum of 9.25 course credits in Education, which include EDU 205, 215, 230, 240, 322 or 324, 511, 410, 420, 430, and 483; and an approved teaching major in the area of licensure. A list of approved teaching majors is available from the Education Office. The requirements for these are set forth in the departmental listings under the rubric ``Teaching Major.'' Students seeking teacher preparation in music, physical education, French, German, Latin, or Spanish must consult the appropriate department for the special requirements pertaining to courses in methods of instruction.
Second Teaching Areas : Students who have a teaching major in Economics and Business, History, Politics, Psychology, or Sociology or an interdisciplinary major in Anthropology may add one or more of the following to qualify for licensure to teach both the major subject and the second area or areas: American Government, Anthropology, Economics, Psychology, Sociology, United States History, and World History. The requirements for these second teaching areas are described under the respective departmental listings and are also available from the Education Department.
205. Foundations of Education
History of education and the study of educational philosophies as they affect the contemporary structure of American public schooling and the teacher's ethical, pedagogical, and legal responsibilities. (Humanities) PETERS
215. Educational Psychology
The factors that influence the nature and quality of growth, development, and learning during the educational process. Examination through the use of recent research and illustrative examples of important psychological characteristics of children and adolescents as learners, and of teachers and the teaching process in the elementary and secondary schools. Eight hours of observation-practicum in the schools. (Social Science) LUCK
230. Exceptional Learner
Practices and ideas of special education and a study of the historical concepts underlying the education of exceptional students. Topics include mental retardation, learning disabilities, emotional disturbance and behavior disorder, speech and language disorders, hearing impairment, visual impairment, physical disabilities, and giftedness. Eighteen hours of observation-practicum in the schools. (Social Science) LUCK
240. Human Relations
Prejudice and discrimination in race, ethnicity, gender, religion, age, and sexuality. Topics include the ways of life, history, and cultural contributions of African Americans, Hispanic Americans, Native American Indians, Asian Americans, and persons with handicapping conditions. Individual and group values, life styles, and cultural diversity as found in our pluralistic society. Twelve hours of observation-practicum. (Social Science) PETERS
255. Gender in American Education
Ideas about men and women have influenced both access to and the content of American education since its beginnings. Philosophical and social perspectives of gender issues of schooling, from preschool through post-secondary education. Offered subject to availability of staff. (Humanities)
308. Language Teaching Methodology
Same course as LAL 308 (see for course description.) Required of all foreign language and ESL teaching majors. Prerequisite: 205 course in a foreign language. Alternate years. MARTINEZ
314. Elementary Mathematics
Current elementary school methods, materials of instruction, lesson planning, and classroom management. Development of a mathematics curriculum unit. Thirty hours of observation-practicum in the schools. Prerequisites: EDU 205, 215, 230, 240, and admission to the Teacher Education Program.
317. Elementary Science and Social Studies
Current elementary school methods in the teaching of natural science and social studies. Special emphasis on the development of curricular units, lesson design, and classroom management. Thirty hours of observation-practicum in the schools. Prerequisites: EDU 205, 215, 230, 240, 314, and admission to the Teacher Education Program.
318. Elementary Language Arts and Reading
Current elementary school methods, instructional planning, and teaching materials in the field of elementary language arts and reading. Thirty hours of observation-practicum in the schools. Development of a curriculum unit in both subject areas. Prerequisites: EDU 205, 215, 230, 240, and admission to the Teacher Education Program. LUCK
319. Children's Literature
Comparative study of literary texts for children, including instructional planning, the teaching of reading, and the use of literature with elementary students. Thirty hours of observation-practicum in the schools. Prerequisites: EDU 205, 215, 230, 240, 318, and admission to the Teacher Education Program.
322. Secondary Arts, Languages, and Adolescent Literature
Current secondary school issues in pedagogy and classroom management, including subject matter and instructional planning and the methods of teaching art, English/language arts, reading, adolescent literature, and foreign languages. Development of curriculum units. Thirty hours of observation-practicum in the schools. Prerequisites: EDU 205, 215, 230, 240, and admission to the Teacher Education Program.
324. Secondary Mathematics, Science, and Social Studies
Current secondary school issues in pedagogy and classroom management, including instructional planning and methods of teaching mathematics, natural and social sciences, and history. Development of a curriculum unit. Thirty hours of observation-practicum in the schools. Prerequisites: EDU 205, 215, 230, 240, and admission to the Teacher Education Program. PETERS
390. Individual Project: see Courses 390.
405. Theory and Practice
Critical examination of current techniques of evaluation, classroom management, instructional planning, teaching strategies, ethics, laws, and theory, as they relate to K-12 schools in the U.S. Topics include school politics, general methodology, and educational research with respect to preparation for full-time classroom teaching. Twelve hours of observation in the schools. Prerequisites: completion of all required 200- and 300-level Education courses with at least a 2.7 gpa. LUCK and PETERS
(Note-this course will be replaced by EDU 483 after the 1996-1997 academic year.)
410-420-430. Student Teaching I, II, & III
Twelve-week clinical teaching experience under the direction of Cornell faculty and licensed school teachers in approved elementary or secondary schools. Weekly on-campus evening seminar. These three courses must be scheduled in consecutive terms during the senior year or during a fifth year. Required for a teaching license. Prerequisites: either EDU 319, 322, or 324, senior standing, a recommendation from the Education Department, and, for Secondary Education majors, EDU 511. (CR) LUCK and PETERS
440. Student Teaching IV
An additional four-week opportunity for student teaching. Optional for all students. Prerequisite: EDU 430. Offered on request, subject to availability of staff. (CR) LUCK and PETERS
450-460-470. Music Student Teaching I, II, & III
Twelve-week clinical teaching experience under the direction of Cornell faculty and licensed school teachers in approved elementary or secondary schools. On-campus seminar. These three courses must be scheduled in consecutive terms during the senior year or during a fifth year. Required for a teaching license. Prerequisites: MUS 331, 431, and senior standing. (CR) HEARNE
480. Environmental Outdoor Education Internship
Topics relating to outdoor education. Methods of teaching and the creation of lessons and materials for children of elementary-school age. Supervision of children in outdoor education projects. The course is taught at the Lake Geneva campus of George Williams College in Wisconsin by the George Williams College faculty. Registration may entail additional costs. Prerequisites: a minimum of nine term credits and approval of the Department. (CR)
483. Senior Seminar
Critical examination of current controversies, reform ideas, ethical considerations, and legal questions facing modern American education. Students will compile a detailed professional portfolio, a five-year professional development plan, and receive feedback from faculty on their strengths, weaknesses, and future plans. Prerequisite: successful completion of EDU 430 or ACM Urban Education 966.
(Note- the course replaces EDU 405 after the 1996-1997 academic year).
511. K-12 Tutoring (.25)
An opportunity to observe, assist, and teach in the K-12 classroom. Direct involvement of the prospective teacher in the education activity of a specific K-12 student. Approximately one hour of tutoring per day, enabling the tutor to assess in a practical manner the particular needs of a K-12 student. Required of all Secondary Education majors and enthusiastically recommended for Elementary Education majors. Prerequisites: admission to the Teacher Education Program and permission of the Department.
966. Urban Education
For the following programs, see under Urban Education (ACM).
970. Dimensions of Multiculture and Global Awareness (January)
971. Theoretical Foundations of Teaching English as a Second Language (summer)
972. Foundations of Bilingual Education (summer)
973. Methods and Materials for Teaching ESL (summer)
974. Assessment: Oral and Literacy Skills Development (summer)
During the summer in Chicago, a student takes 973 and 974, and either 971 or 972 to prepare for teaching ESL or Bilingual Education.
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