Course Offerings | Education

Division of Social Studies

Donna Plummer (chair), J.H. Atkins, Keeta Martin, Sarah Murray, Penelope Wong; students: Jay Eberle, Mary Caroline Herring



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 student 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 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 (K-5); secondary education (8-12) in biological sciences, chemistry, English, mathematics, physics, and social studies; and K-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, 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.

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 and others must petition the Teacher Education Committee for permission to take a particular course. 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 freshman year to help plan schedules and to receive current requirements.


Click here to review the Title II Annual Institution Questionnaire on Teacher Preparation


Recommended Freshman-Sophomore Preparation
for Elementary Certification

BIO 110 or NSC 110, 120;
DRA 117 or DRA 270;
EDU 224, 226;
EDU 227 and/or EDU 228;
ENG 205;
MAT 210;
Courses or experiences in art and music.


Recommended Freshman-Sophomore Preparation
for Secondary Certification

EDU 226;
EDU 227 and/or EDU 228.

Recommended Freshman-Sophomore Preparation
for K-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 110, 120.

A. Academic Emphasis Component (approximately 21 credit hours):
A student majoring in elementary education must develop an area of academic emphasis. Copies of requirements are available from the education faculty and on the education web page. The areas of emphasis are:
English and Communications
Fine Arts and Humanities
Foreign Language
Mathematics
Sciences
Social and Behavioral Studies

B. Related Studies Courses (9 credit hours):
ENG 205, MAT 210; DRA 270 (or another approved DRA course such as DRA 117). It is strongly recommended that all elementary education majors, while at Centre take a music course or have a music experience that is approved by the education faculty; examples are: MUS 110, applied music lessons, or participation in a music ensemble group. Also, it is strongly recommended that all elementary education majors while at Centre take an art course or have art experience that is approved by the education faculty.

C. Professional Preparation (4
5 credit hours):
EDU 224, 226, 227, 228, 330, 332, 336, 342, 343, 344, 345, 551 (12 credits).

D. Pass the specified PRAXIS examination 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 a normal Centre major and requirements are available from education faculty and on the education web page.)

C. Pass the specified PRAXIS examinations examination and the Education Program’s continuous assessment process.



K-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 a normal Centre major and requirements 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 is a prerequisite for all EDU courses numbered 300 or higher unless a specific request is approved by the Teacher Education Committee. All courses are 3 credit hours unless otherwise indicated.


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) and to movement (dance and rhythm). 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. Open only to elementary education majors.

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
.

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 Special Education and Student Diversity
This course serves as an introduction to special education and to the design and adaptation of instruction to meet the diverse needs and learning styles of all students. State and federal regulations for the identification and placement of exceptional children in the least restrictive environment are studied. Equitable tests, testing procedures, and Individual Education Plans are studied. Reading, understanding, and evaluating research is also included. A field component is required. Prerequisite: Admission to the Education Program.

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.

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. A field component is required. Prerequisite: Admission to the Education Program.

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 is 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.

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.

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.

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.

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.

EDU 349 Special Methods in Education
A course dealing with curriculum, models of teaching, technology, resources for teaching, research underlying teaching, and special methods in the student’s teaching major. Attention is given to new demands on teachers such as those of the Kentucky Education Reform Act. Considerable time is spent in clinical experiences in local public schools where students teach, tutor, and serve as aides. Normally this course will be limited to art and foreign languages methods. Prerequisite: EDU 335 and admission to the Education Program.

EDU 440 Geography for Teachers
A course to give students the background to teach geography at the secondary school level. The course deals with map and globe skills, physical geography, human geography, and regional geography. The course prepares students to take the geography portion of the PRAXIS social studies examination. Prerequisite: Admission to the Education Program.

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.



Catalog Home