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Division of Social Studies
Sarah Murray (chair), J.H. Atkins, Candace Bonnett, Donna Plummer, Mary Rudd; students: Leslie Meadows, J.T. Shelton, Drew White
The purpose of the Education Program at Centre College is to provide study for undergraduate students in the methods and theories of effective teaching and to give the students practical experiences in classroom settings. We believe that the undergraduate college experience offers an excellent opportunity for prospective teachers to integrate pedagogical studies and experience with a rigorous education in the liberal arts and sciences. Our mission is for our students to develop a greater understanding of and appreciation for the complexities of teaching and learning and, as alumni, to lead lives of learning, leadership, and service as effective elementary and secondary classroom teachers.
An assumption of the Education Program is that a liberal arts education, with a solid foundation of content matter and critical reflection at its heart, is the most appropriate type of preparation for teachers. By acquiring content knowledge as well as the skills of reflective teaching, students who become teachers will develop into self-directed professionals.
The Education Program has four principal goals:
A. to help students recognize the complexity of education in the U.S. – the nature of its assumptions, goals, organization, and problems, the nature of its students; and the nature of teaching and learning.
B. to provide experiences and information to help students decide whether a career in teaching or working with children and adolescents is appropriate for them.
C. to prepare students for certification and teaching in the nation’s elementary and secondary schools by equipping them with the theoretical and practical knowledge (including information about the Kentucky Education Reform Act) needed by beginning teachers.
D. to stress critical reflection so that teachers will be able to recognize educational dilemmas, to analyze such dilemmas and problems, to formulate possible solutions and anticipate some of the consequences, and to test solutions.
Centre offers teacher certification in elementary education (P-5); secondary education (8-12) in biology, chemistry, English, mathematics, physics, and social studies; and P-12 certification in art, French, German, and Spanish.
While the Education Program prepares students for success in public and private teaching positions, as evidenced by the selection of a recent graduate as the 2000 Kentucky Teacher of the Year, a preparation in education can also be useful for those who decide not to pursue teaching as a permanent career. After graduation or after teaching for a time graduates have been successful in graduate school and careers in such fields as business, law, school administration, and higher education. Four of our recent graduates went to law school; two were certified in elementary education and two in secondary education; two went to law school directly from Centre; and two worked in the public schools for several years before entering law school.
The Education minor permits a variety of students to explore education as a field of study. These students include: 1) P-12 and 8-12 certification students who meet these requirements, 2) students who begin teaching certification coursework but do not continue after EDU 335/336 in the junior year and 3) students with other majors who are interested in pursuing teaching certification at the master's level or who plan to work with children or adolescents (particularly religion, psychology or sociology).
EDU 227 and EDU 228 are open to all students, but to take additional education courses, those seeking certification must apply for admission to the Education Program. Requirements for admission include a 2.50 or higher cumulative GPA and enrollment in or completion of EDU 226 and either EDU 227 or EDU 228. Applications are normally considered by the Teacher Education Committee in the spring of the sophomore year. Decisions of the Teacher Education Committee are subject to the appeals procedures established and announced by the College for this purpose.
The faculty of the Education Program comprise the unit for teacher education, but requirements for certification are subject to change according to the guidelines and regulations published by the Kentucky Education Professional Standards Board. The annual Title II report for the federal government is given below. Students are advised to refer to the education web page (http://web.centre.edu/edu/) and to begin consulting with the education faculty in their first year to help plan schedules and to review current requirements.
Click here to review the 2007-2008 Title II Annual Institution Questionnaire on Teacher Preparation
Recommended First-Year/Sophomore Preparation
for Elementary Certification
BIO 110 or NSC 120;
EDU 224, 226;
EDU 227 and/or EDU 228;
ENG 205;
MAT 210;
Recommended First-Year/Sophomore Preparation
for Secondary Certification
EDU 226;
EDU 227 and/or EDU 228.
Recommended First-Year/Sophomore Preparation
for P-12 Certification
EDU 226;
EDU 227 and/or EDU 228.
Early Elementary Education Major and Certification Requirements
Fulfilling Centre’s general education requirements fulfills most of the general education requirements for teacher certification. The exception is that elementary education majors must take BIO 110 or NSC 120.
A. Related Studies Courses (6 credit hours):
ENG 205, MAT 210.
B. Professional Preparation (45 credit hours):
EDU 224, 226, 227, 228, 330, 332, 336, 342, 343, 344, 345, 551 (12 credits).
C. Pass the specified PRAXIS examinations and the Education Program’s continuous assessment process.
Secondary Teaching Certification Requirements:
A. Professional Education Courses:
EDU 226, 227, 228, 330, 335, the appropriate methods course, EDU 555 (12 credits).
B. Required courses in the teaching major (These may differ somewhat from the Centre major requirements; details are available from education faculty and on the education web page.)
C. Pass the specified PRAXIS examinations and the Education Program’s continuous assessment process.
P-12 Teaching Certification Requirements:
A. Professional Education Courses:
EDU 226, 227, 228, 330, 335, 349, EDU 553 (12 credits).
B. Required courses in the teaching major (These may differ somewhat from the Centre major requirements; details are available from education faculty and on the education web page.)
C. Pass the specified PRAXIS examinations and the Education Program’s continuous assessment process.
NOTE: Admission to the Teacher Education Program or a declared education minor is a prerequisite for all EDU courses numbered 300 or higher unless a specific request is approved by the Teacher Education faculty. All courses are 3 credit hours unless otherwise indicated.
Requirements for the Education Minor
Professional education courses: EDU 226, 227, 228, 330;
One of the following content courses: EDU 224, 332, 343, 343, 344, 345, 349, ENG 205;
One of EDU 335, 336, 350.
Education Courses
EDU 224 Fine Arts in
the Elementary School-Content and Methods
This course deals with Kentucky's Fine Arts Core Content as it relates
to the visual arts (two-dimensional, three-dimensional, processes, elements
and design principles), to music (elements and principles) to movement
(dance and rhythm) and to drama (elements). Fine arts from different cultures, periods, and styles
are included. The foci of the course is 1) theories on how children learn
the fine arts, 2) teaching fine arts concepts and skills to children,
3) creation and performance in the fine arts, and 4) integrating fine
arts into the elementary classroom and curriculum. Prerequisite: HUM 110
& 120; EDU 227, or 228, or concurrently. Although this course emphasizes how the fine arts can be taught in the elementary classroom, students with an interest in arts for children beyond the classroom (museum and community programs, children's theatre) will benefit from the content and methods used.
EDU 226 Educational Technology
An introduction to the use of technology in the classroom. This course
provides future teachers with the understanding and skills they need to
successfully employ technological solutions to curricular challenges.
It is expected that students will already possess a basic understanding
of the more traditional educational technologies; therefore, this course
focuses upon emerging technologies and computer-based resources. Successful
completion of this course fulfills the computer competency requirement
for Kentucky teachers.
Prerequisite: EDU 227, or 228, or concurrently. This course is open only
to sophomores and juniors seeking teacher certification at Centre College or education minors.
EDU 227 Practicum and Introduction to Education
Normally at least a half of each class day is spent in local schools;
the meetings of the course utilize these experiences when exploring American
education. One focus of the course is educational change using the Kentucky
Education Reform Act as an example. Among the major topics covered are
conflicting goals and assumptions in schooling, the governance and organization
of schooling, teaching as a profession, the reflective process, and desired
changes in schooling. Offered only during the Centre term.
EDU 228 Educational Psychology
A study of the theories of child and adolescent development as applied
to learning and teaching. Additional topics addressed in the course include
the meaning of intelligence, effective teaching strategies and motivation,
and multicultural and social issues and their effects on classrooms. A
required field experience connects theory and practice.
EDU 330 Diversity and Inclusion in the Classroom
This course enhances the knowledge base to design and adapt instruction to meet the diverse needs and learning styles of all students. Course topics include historical issues, regulations, principles of Universal Design, inclusion, collaboration, multicultural responsiveness and equitable assessments. A field component is required. Prerequisite: Admission
to the Education Program or declared education minor.
EDU 332 Reading in the Elementary School
The course emphasizes the teaching and learning of language concepts,
strategies, and skills for the elementary student. Language development
is studied with a focus on the interrelationship of receptive and expressive
skills. Students examine, evaluate, and use language arts resources; develop,
select, and use a variety of authentic assessment procedures for the language
arts; and plan strategies for organizing an integrated language arts curriculum.
A field component is required. Prerequisite: Admission to the Education
Program or declared education minor.
EDU 335 Secondary Education Planning, Evaluation, and Classroom Management
A study of the general methods used in planning, teaching, and evaluating
lessons and practice of these methods in classrooms and microteaching.
Other topics include the use of technology in teaching, observation and
reflection techniques, and unit planning. Students examine appropriate curriculum for the secondary classroom that is based on national, state and local standards. Thoeries of classroom discipline, addressing individual student needs, standardized testing, and student assessment are among other topics addressed. A field component is required.
Prerequisite: EDU 227, 228 and admission to the Education Program or declared education minor.
EDU 336 Elementary Education Planning, Evaluation, and Classroom Management
The study of developmentally appropriate curriculum in the elementary
classroom from national standards to local school district requirements
and resources. Meeting individual student needs and integrating across
disciplines are also included. Standardized testing as well as student
assessment including scoring rubrics, recordkeeping and student/parent
feedback is addressed. Lesson plans and unit plans are developed. Theories
of classroom discipline and observations in schools assist in the development
of appropriate procedures and routines as well as techniques for building
a sense of community in the elementary classroom. Prerequisite: EDU 227,
228 and admission to the Education Program or declared education minor.
EDU 342 Language Arts Methods
Designed to prepare students to teach language arts or English in
schools, this course emphasizes the planning and implementation of curriculum
along with a variety of methods to teach it. Interdisciplinary planning
is stressed. Students work with state and national standards and recommendations,
and they locate, evaluate, and use curricular resources including resources
dealing with minority groups. Disputes and competing approaches are included.
Using research findings, students develop diagnostic instructional practices,
particularly related to the teaching of reading, literature, and the writing
process. A field component is required. Prerequisite: EDU 336 or EDU 335
and admission to the Education Program or declared education minor.
EDU 343 Science Methods
Designed to prepare students to teach science in schools. Topics include
national standards, science concepts, resources including the use of technology,
instructional strategies and assessment of student knowledge and skills,
and integration of science with other content areas. A field component
is required. Prerequisite: EDU 336 or EDU 335 and admission to the Education
Program or declared education minor.
EDU 344 Social Studies Methods
Designed to prepare students to teach social studies in schools. This
course emphasizes competing approaches in both social studies curriculum
and methods. Recommendations as well as state and national standards from
social studies professional groups are studied. Students become aware
of and able to use resources available to social studies teachers, such
as ERIC, the materials of the National Archives, History Alive! and other
primary sources, and materials by other groups such as those that deal
with black history, local history, women's history, Native American history,
Hispanic history, etc. In order to plan, teach, and assess lessons, a
field component is required. Prerequisite: EDU 336 or EDU 335 and admission
to the Education Program or declared education minor.
EDU 345 Math Methods
Designed to prepare students to teach mathematics in schools. The
standards and methods advocated by the National Council of Teachers of
Mathematics are analyzed as part of the study of changes in math
curriculum and methods. In addition to studying content, topics include
instructional strategies and resources, such as manipulatives, use of
technology such as Geometer's Sketchpad, and assessment of student knowledge
and skills. A field component is required. Prerequisite: EDU 336 and MAT
210 or EDU 335 and admission to the Education Program or declared education minor.
EDU 349 Special Methods in Education
A course dealing with curriculum, instructional stategies, technology,
resources for teaching, research underlying teaching, and special methods
in the student’s teaching major. Considerable
time is spent in clinical experiences in local public schools in preparation for the student teaching term. Normally this course will be limited
to art and foreign languages methods. Prerequisite: EDU 335 and admission
to the Education Program or declared education minor.
EDU 350 Practicum and Research in Education
A course allowing students to explore special topics related to such content areas as psychology or sociology with children outside the preparation for teaching. Students complete a research project in a local school. The course also includes weekly seminars incorporating student research and professional readings in education. Prerequisite: EDU 226, EDU 227 and EDU 228; major or minor in education.
EDU 551 Elementary Student Teaching and Seminar in the Analysis of Teaching (12 credit hours)
Student teaching occurs during the long term. Weekly seminars examine
such topics as analysis of teaching situations, working with parents,
self-reflection, and professional expectations. Preparation of a professional
development portfolio is required. Prerequisite: completion of coursework,
approval of the Education Program faculty and the Teacher Education Committee.
EDU 553 P-12 Student Teaching and Seminar in the Analysis of Teaching (12 credit hours)
Candidates for P-12 certification, in their senior year, spend one long
term as student teachers in cooperating schools. Student teaching must
be done in at least two of the three school levels—elementary, middle,
and secondary. Included is a weekly seminar devoted to the role of the
teacher and the analysis of teaching. Prerequisite: Approval of the subject
area program committee, the Education Program faculty, and the Teacher
Education Committee.
EDU 555 Secondary Student Teaching and Seminar in the Analysis of Teaching (12 credit hours)
Candidates for secondary certification, in their senior year, spend one
long term as student teachers in cooperating schools. Included is a weekly
seminar devoted to the role of the teacher and the analysis of teaching.
Prerequisite: Approval of the subject area program committee, the Education
Program faculty, and the Teacher Education Committee.
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