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Pre-methods Students

In the course of this program, you will pass through four stages of professional development; each stage will move you out of your "student's seat" and up to the front of the class!

During years one through three of the program, you will complete your General Education course requirements as well as complete most of your related coursework. You will begin preparing your Learning Portfolio during your freshman year and complete it in your senior year. During stage one, your main responsibility as learner and future teacher is to accumulate the essential content knowledge to teach Social Studies.You are also required to take and pass your CORE (formerly Praxis I).

In years two and three, you will begin the transition from college student to teacher/educator. This is the time to learn about the psychological and cultural make-up of adolescent students in middle and high school. During this time, you will focus on questions, such as: (a) Why do adolescent students feel, think, and behave the way they do?; (b) How do adolescent learners learn?; (c) How does diversity in terms of race, ethnicity, gender, socioeconomic status, and academic strengths affect adolescents' motivation, learning, and behaviors?; (d) How do teachers effectively instruct, engage, and manage adolescents with diverse backgrounds? During this time, you will take the following three courses: (1) EDUC413, (Adolescent Development and Educational Psychology), (2) EDUC414 (Teaching Exceptional Adolescents), and (3) EDUC419 (Diversity in Secondary Education). Your first classroom observations will take place in EDUC413 and EDUC419.




Matt and Ike addressing students

2011 graduate Matt Cunningham and cooperating teacher Ike Onyirimba talk to Dr. Carol Wong's EDUC413 students


2011 Pychology Education graduate Sarah Angel shares advice for students enrolled in affiliated Social Studies Education programs