EDUCATION
Division of Education

The Education Department programs are built upon the framework of “Educators as Builders of Community.” The programs call for future teachers and administrators to perceive their roles in education as developers of community. The learning community is within classrooms and schools, as well as outside their walls. Not only do education graduates work toward building community with students, families, and members of the local community, but they see a purpose of education to be the development of individuals who assume responsibility for building a healthy community locally, nationally, and globally. Grounded in a Benedictine, liberal arts tradition, the program advocates that the goals and means of the educative process are complementary and seek the pursuit of human dignity and social responsibility.

TEACHER EDUCATION PROGRAM
In preparing teachers, the Education Department identifies three overarching goals for its programs, faculty, and students: 1) to build learning communities where students and teachers make meaningful choices, communicate and collaborate with others, think critically and conceptually, and act justly; 2) to model decision making processes that are inquiry-based, equitable, and reflect the values of Benedictine communities; and 3) to actively involve the community as a partner in the educational process.

Guided by the goals, the program defines performance-based outcomes for future teachers as they become builders of community by developing knowledge, skills and dispositions to:

1. Use practices which nurture the whole child/adolescent within the learning community.
2. Use their understanding of communication and human behavior to create a classroom community that fosters positive social interaction, collaboration and active inquiry.
3. Respect and promote diversity while creating instructional opportunities that meet the needs of students from diverse cultural backgrounds and with exceptionalities.
4. Build partnerships with students, colleagues, families and community groups to enhance communication and learning.
5. Plan and assess instruction based upon knowledge of subject matter, students, the community and curriculum goals.
6. Reflectively build community while continually evaluating the effects of their actions on others and to actively seek out opportunities to grow professionally.

An integrated course of study that includes a professional education core, a methods core, and a research and field experience core for teacher education majors enables students to develop the knowledge, skills, and critical understanding necessary for action and reflection. Through curriculum content, instructional modeling, and performance applications, students and faculty investigate multicultural and global perspectives and use technology as a medium for discovery-based teaching and learning. The course of study requires students to demonstrate mastery of concepts through developmentally sequenced performance outcomes. These are monitored through completion of prerequisites, demonstration of required proficiencies, application to the Teacher Education Program and student teaching, and comprehensive and integrative assessments.

The Education Department offers the bachelor of arts degree for a major in elementary education, leading to K–6 licensure; a major in special education, leading to K–6 and 6–12 licensure; and a major in secondary education, leading to 6–12 licensure. Special Education education majors must double major in elementary education. Secondary education majors must meet licensure requirements in a content area that leads to a double major. Licensure (6–12) for secondary education majors is available in the following content areas: biology, chemistry, English, mathematics, physics, psychology, and history and government. PK–12 licensure in programs in art, health, physical education, French, Spanish, and music are available to students by completing the secondary education major and a major in Art, Health and Physical Education, French, Spanish, or a Bachelor of Music Education degree, respectively. Licensed education majors can qualify for a 5–8 Science, Math, English Language Arts, or History endorsement by passing the required content area test.

A minor in education is offered to students majoring in another field and interested in working with children and youth. An education minor is not part of any approved teacher education program, and as such, does not lead to admittance into the Teacher Education Program or to licensure. Students must declare education as a minor, develop a program plan for the minor in collaboration with their major and minor advisors, and have approval from their education advisor to enroll in courses higher than Ed 222.

The National Council for Accreditation of Teacher Education and the Kansas State Department of Education have approved the education programs leading to licensure in Kansas. Students should understand that recommendation for teacher licensure is separate from awarding a degree. Consequently, the mere declaration of education as a major or minor does not guarantee a student admission to a teacher licensure program, or eventual recommendation for state licensure. Such admission and recommendation is part of the responsibility of the Education Department and the Committee on Teacher Education (CTE). Recommendation for licensure in other states is subject to the laws and requirements of that state. It is the responsibility of students to obtain information regarding licensure in other states.

Kansas State Department of Education (KSDE) has implemented new licensure standards that become effective July 2005. The licensure areas and levels described above represent the new standards. Changes in KSDE licensure requirements preclude requirements established by Benedictine’s Department of Education.

PROGRESSING THROUGH THE TEACHER EDUCATION PROGRAM/PROFESSIONAL PORTFOLIOS
Progress through the Teacher Education Program is determined by whether or not candidates meet standards adopted by the Committee on Teacher Education at four benchmark points. These points are as follows:

1. Admission into the Teacher Education Program;
2. Admission to Student Teaching;
3. Completion of Student Teaching;
4. Completion of the Teacher Education Program.

At benchmark points 1, 2, and 4, candidates must complete and submit a professional portfolio. Detailed descriptions of the requirements for the professional portfolio are available in the Teacher Education Handbook, the Professional Portfolio Guide, and in other documents published periodically by the Education Department. It should be noted that program requirements are updated on a regular basis and that candidates in the Teacher Education Program are responsible for becoming aware of and meeting these requirements. Because of frequent modifications in regulations promulgated by the Kansas State Department of Education and the National Council for Accreditation of Teacher Education, the Education Department reserves the right, without notice, to change the requirements for student progression through the Teacher Education Program and the Master of Arts in School Leadership Program, and to change, without notice, the arrangement and contents of courses in said program.

ADMISSION TO TEACHER EDUCATION AND STUDENT TEACHING
Requirements for admission to Teacher Education and Student Teaching include, but are not limited to, the criteria below. Because of frequent modifications in regulations promulgated by the Kansas State Department of Education and the National Council for Accreditation of Teacher Education, the Education Department reserves the right, without notice, to change Teacher Education Program requirements.

Students must be formally accepted into the Teacher Education Program which is required for enrollment in education courses higher than Ed 222. This application process should be initiated in the sophomore year and includes the following for consideration:

1. Complete the “Application to the Teacher Education Program” form.
2. Submit a typewritten autobiography which includes an introduction, an explanation of career choice, any experiences working with children, and a list of pertinent interests and accomplishments. 
3. Satisfactory recommendations from three faculty members outside the Education Department indicating a belief that the applicant possesses the knowledge, skills and dispositions to do well as a member of the teaching profession. Transfer students may request two recommendations from faculty members at the institution from which they have transferred.
4. Satisfactory interview with a sub-committee of the Committee on Teacher Education.
5. Have a minimum cumulative GPA of 2.75.
6. Minimum composite ACT score of 23 or satisfactory performance on the Pre-Professional Skills Test (PPST) with a minimum total score of 519. (It should be noted, however, that minimum acceptable subtest scores of 169 in Reading, 170 in Mathematics and 168 in Writing must be achieved, yet only making the minimum subtest scores will not achieve the required total of 519.) The student is responsible for the cost of this test.

Final approval for admission to the Teacher Education Program is determined by the Committee on Teacher Education. Students should understand that completion of the above requirements does not in and of itself necessarily qualify them for admission to the Teacher Education Program. Students shall be admitted to the Teacher Education Program only if the above requirements are met; and if, in the judgment of a majority of the members of the Committee on Teacher Education, the student has the knowledge, skills and dispositions necessary to be successful as a teacher.

Prior to March of the junior year, the student should make application for student teaching placement for the senior year. Application is made by completing an application form and submitting it to the director of student teaching. The Committee on Teacher Education will formally consider all student teacher applicants, based on the following: 

1. Maintaining satisfactory performance on all Teacher Education Program requirements.
2. Meeting all criteria for student teaching as described in the Professional Portfolio Guide, Teacher Education  Handbook, K.S.A. 72–5213 Certification of Health for School Personnel requirements,  and other Education Department publications.

Students shall be admitted to student teaching only if the above requirements are met; and if, in the judgment of a majority of the members of the Committee on Teacher Education, the student has the knowledge, skills and dispositions necessary to be successful as a teacher. Following Committee on Teacher Education approval of a student’s admittance into student teaching, the candidate must maintain satisfactory performance on all program requirements.

Application forms and materials may be obtained from the education advisor or the Education Department office. Students who do not fulfill the qualifications for admission to the Teacher Education Program, admission to student teaching or completion of the Teacher Education Program are extended the right of a due process hearing before the Committee on Teacher Education. Following this, if necessary, an appeal may be made to the dean of the college. Additional due process rights and procedures for resolving student grievances are described in detail in the Education Department Policies and Procedures, the Teacher Education Handbook, and other department publications.

Successful completion of the professional education examinations approved by the Kansas State Department of Education is a requirement for licensure in Kansas. The student is responsible for the costs of these tests.

Students completing a licensure program at Benedictine College may request follow-up assistance from college personnel during their first year of teaching. Administrators may also request this assistance for first-year teachers from Benedictine. The assistance will be by phone or by mail for all students and may include on-site assistance for those graduates who teach within a fifty-mile radius of Atchison.

AREA OF CONCENTRATION
Elementary education majors must complete a minimum of fifteen hours in one of the following areas of concentration: fine arts, foreign language, English, mathematics, health/physical education, psychology, special education, science, social science, or theology.

TECHNOLOGY PROFICIENCY
Education majors must demonstrate proficiency in educational technology. Performance standards for demonstrating proficiency are available from the Education Department and are generally met within education course requirements and through presentation of a professional portfolio or successful completion of an approved technology course. A department co-chair approves satisfactory demonstration of proficiency.

DIVERSITY PROFICIENCY AND DIVERSE FIELD EXPERIENCES
Education majors must also demonstrate proficiency in understanding, accepting and supporting students from diverse backgrounds. Performance standards for demonstrating diversity proficiency are available from the Education Department and are met within education course requirements as well as through presentation of a professional portfolio. A department co-chair approves satisfactory demonstration of proficiency.

DISPOSITIONS
To complete the teacher education program at Benedictine College, all candidates must demonstrate appropriate “dispositions.” This term means the values and professional ethics that the college student brings to becoming a teacher. The dispositions we expect candidates to demonstrate may be summarized in the phrase, “Professionally Responsible Builder of Community.” (See the Education Student Handbook for a full description of these dispositions.)

GOVERNANCE INCLUDING COMMITTEE ON TEACHER EDUCATION
The co-chairs of the Education Department are members of the faculty appointed by the dean of the college to administer the affairs of the department. An important responsibility of the co-chairs is maintaining program and unit accreditation with the Kansas State Department of Education (KSDE) and the National Council for Accreditation of Teacher Education (NCATE). Primary responsibility for maintaining accreditation with KSDE and NCATE resides with the co-chairs; it may not be delegated to other faculty members.

The Department of Education is the governing unit that has primary responsibility for the Teacher Education Program (TEP) and the Master of Arts in School Leadership program (MASL) at Benedictine College. The department operates within the governance structure of the college that includes the Board of Directors, Dean’s Council (composed of Division Heads), Academic Policies Committee (undergraduate programs), and the Graduate Studies Committee (graduate program).

EDUCATIONAL ADVISORY COMMITTEE
The Department of Education solicits guidance for program improvement from its Education Advisory Committee, comprised of undergraduate and graduate candidates and graduates, and PK–12 partnership school administrators and teachers. Members of this advisory group are committed to the concept of preparing “Educators as Builders of Community” and know and understand goals and policies of both the TEP and MASL. The committee meets regularly each semester  to review data and make recommendations for program improvement.

WAIVERS
Under exceptional circumstances, and after conferring with their advisor, students may request a waiver to Education Department policy. Students obtain a waiver request from the department office or their advisors. Waiver requests require the advisor’s recommendation and approval of a committee of departmental faculty and signature of one of the department co-chairs.

TEACHING BLOCK
Students preparing for elementary and/or secondary teaching enroll in a special professional block for one semester. The semester is directed toward completion of the professional education requirements. Enrollment in other academic courses is not permitted. Students preparing for special education enroll in a second semester block of courses which permits them to engage in student teaching for an additional semester. Placement for student teaching is ordinarily in partnership schools within a thirty-mile radius of Benedictine College. Partnership schools are established in the following ways: 1) formal partnership agreements between Benedictine College and a school/school district are signed, 2) partnership agreements for the duration of student teaching are signed by the president of Benedictine College and the respective school district. Students are responsible for transportation to partnership schools.

LICENSURE PROGRAM
Students who have completed a bachelor’s degree at an accredited institution and are seeking teacher licensure are eligible to apply for admission to the Teacher Education Program. Students pursuing this option must provide evidence of fulfilling state requirements for the licensure area, fulfill Education Department requirements, take the majority of their pre-student teaching education coursework at Benedictine College, be admitted into teacher education and student teaching, and successfully complete the teaching block. In exceptional cases where the student has had a full-time teaching contract in an accredited school, the student teaching experience may be modified.

Section 207 of Title II of the Higher Education Act (HEA) requires teacher preparation programs enrolling students who receive federal assistance under Title IV of the HEA to make available the following basic information about program performance. During the 2007–2008 academic year, 89 students had been formally accepted into the Benedictine College teacher preparation program; 27 of these students completed program graduation requirements in 2007–2008. Eighty-eight percent of these teacher preparation program graduates who took tests for Kansas licensure passed all assessments required by the state for teacher licensure, including professional knowledge tests. In 2007–2008, the Kansas statewide aggregate pass rate on various professional knowledge examinations ranged from 73% to 100%. In 2007–2008, the ratio of the Benedictine College teacher preparation program’s supervised student teachers to supervising faculty was .71. The total number of hours required of students participating in supervised student teaching in these programs is 480. Questions regarding the teacher preparation program should be directed to the co-chairs of the Benedictine College Education Department.

REQUIREMENTS

Requirements for a B.A. Degree in Elementary Education:
Changes in Kansas State Department licensure requirements will preclude requirements established by Benedictine’s Education Department. Students will complete the college’s general education requirements in addition to the following courses:

General Education:

An area of concentration:

Fine arts, foreign language, health and physical education, English, mathematics, natural and/or biological science, psychology, religious studies, social science or
Special Education   15 hours

Teacher Education Program**:

Professional Education Core   20 hours

• Ed 200, Introduction to Education
• Ed 220, Psychoeducational Development
• Ed 222, Psychology of Individuals with Exceptionalities
• Ed 312, School as Community
• Ed 451, Philosophy of Education***
• Ed 460, Personal and Social Well-being
• Ed 462, Classroom Management
• Ed 470, Student Teaching Seminar

Methods Core   17 hours

• Ed 214, Integrated Art & Movement Methods
• Pe 302, Elementary Pe Methods
• Ed 301, Social Studies Methods
• Ed 303, Science and Health Methods
• Ed 314, Mathematics Methods and Assessment
• Ed 319, Integrated Language Arts Methods

Research and Field Experience Core   14 hours

• Ed 201, Introduction to Education Research and Field Experience
• Ed 313, School as Community Research and Field Experience
• Ed 307, Building Community through Integrated Social Studies and Science
• Ed 317, Integrated Language Arts Practicum
• Ed 492, Supervised Student Teaching, Elementary

Changes in Kansas State Department of Education licensure requirements will preclude requirements established by Benedictine’s Education Department.

 ^ One course in life science and one in physical science required.
 ^^ Elementary Education majors must take Ma 110 and Ma 111, Mathematics for Elementary Teachers and pass with a grade of ‘C-’ or higher.
 * Education majors satisfy the college six credit hour requirement in the Historical Foundation by taking one American History course and one World Civilization course.
 ** A grade of ‘D’ will not be accepted in Education courses.
 *** One general education philosophy requirement may be met by Ed 451, Philosophy of Education.

Requirements for a B.A. Degree in Special Education:
Changes in Kansas State Department licensure requirements will preclude requirements established by Benedictine’s Education Department.

Special Education majors fulfill all the general education and teacher education requirements for the elementary education major, plus

General Competencies for Teachers of Special Education   8 hours

• Ed 222, Psychology of Individuals with Exceptionalities^
• Ed 322, Building School, Family and Community Partnerships for Individuals with Exceptionalities
• Ed 326, Assessment of  Individuals with Exceptionalities

Special Competencies for Teachers: Adaptive    19 hours

• Ed 226, Characteristics of Individuals with Exceptionalities
• Ed 320, Curriculum for Individuals with Exceptionalities
• Ed 324, Methods and Materials for Individuals with Exceptionalities
• Ed 491, Supervised Student Teaching of Individuals with Exceptionalities

Requirements for a B.A. Degree in Secondary Education:

Licensure Program Requirements
Students majoring in secondary education must also complete the licensure program requirements in any of the following content areas: art education, biology, chemistry, English, French, mathematics, physical education, health, music education, physics, psychology, Spanish, and social science. Students must provide documentation from the Office of Academic Records and Registration that they have filed a formal declaration to pursue a double major in a content area and secondary education. (Refer to major or content area in the college catalog for licensure requirements.)

Changes in Kansas State Department Licensure requirements will preclude requirements established by Benedictine’s Education Department. Students will complete the college’s general education requirements in addition to the following courses:

General Education:

Teacher Education Program**:

Professional Education Core   20 hours

• Ed 200, Introduction to Education
• Ed 220, Psychoeducational Development
• Ed 222, Psychology of Individuals with Exceptionalities
• Ed 312, School as Community
• Ed 451, Philosophy of Education***
• Ed 460, Personal and Social Well-being
• Ed 462, Classroom Management
• Ed 470, Student Teaching Seminar

Methods Core   6 hours

• Ed 257, General Secondary Methods and Media
• Ed 332, Teaching Reading in the Content Areas
• __457, Content Area Methods  (offered in major department)

Research and Field Experience Core   13 hours

• Ed 201, Introduction to Education Research & Field Experience
• Ed 313, School as Community Research and Field Experience
• Ed 258, Gen Secondary Methods Practicum
• Ed 332, Teaching Reading in the Content Areas Field Experience
• __457, Content Area Methods Field Experience
• Ed 496 and/or Ed 492, Supervised Student Teaching

 ^ Professional Education Core requirement.
 * Secondary Education majors satisfy the college six credit hour requirement in the Historical Foundation by taking one World Civilization course and another Historical Foundation course.
 ** A grade of ‘D’ will not be accepted in Education or content area courses for secondary or PK–12 majors.
 *** One general education philosophy requirement may be met by Ed 451, Philosophy of Education.

Requirements for a Minor in Education:

An education minor is offered to students interested in working with children and youth, but does not lead to licensure. Students must declare education as a minor, develop a program plan for the 18 credit minor in collaboration with their major and minor advisors, and have approval from their education advisor to enroll in courses higher than Ed 222.

Required Core   9 hours

• Ed 200, Introduction to Education
• Ed 201, Introduction to Education Research and Field Experience
• Ed 220, Psychoeducational Development
• Ed 222, Psychology of Individuals with Exceptionalities

Electives   9 hours

Selected and approved in collaboration with education advisor and major advisor.

COURSE DESCRIPTIONS

After each course that fulfills a general education requirement an abbreviated list of the requirements it fulfills is provided. Below is the list of those abbreviations and their meanings.

C = Core

Ed 200
Introduction to Education  (2)
This course provides an overview of elementary and secondary education for students interested in a teaching career. It introduces prospective education majors to the many aspects of schooling, including the role of teaching; student diversity in learning; historical, social, and philosophical foundations of education; and political, economic, and legal influences on school life. Students will be expected to actively inquire into these educational issues and to examine their own assumptions about the teaching profession.

Ed 201
Introduction to Education Research and Field Experience  (1)
Students will be introduced to action-based research as they explore dimensions of schooling. Using discovery learning strategies, students will identify a problem of significance to research in their required twenty hours of field experience. Topic areas for investigation will relate to issues raised in Ed 200 including teaching and learning strategies, classroom interactions, school governance, and community involvement. Taken concurrently with Ed 200. Transportation to field sites is the responsibility of the student.

Ed 214
Integrated Art, Music, and Movement Methods  (3)
Designed for the regular education classroom teacher, this course allows students to design, implement, and evaluate arts experiences, which can be integrated within the core curriculum and are developmentally appropriate, meaningful and challenging for all students. Recognizing that students use multiple modalities for learning core concepts, this course provides strategies for nurturing the visual, musical, and kinesthetic modalities of all learners.

Ed 220
Psychoeducational Development  (3) (VC)
Basic introduction to the psychological foundations of education with a focus on the major issues of child and adolescent development, learning theories including constructivism, and the importance of self-concept and mental health to the professional helper. Units on multicultural education, students of diversity, and assessment in K–12 schools are included.

Ed 222
Psychology of Individuals with Exceptionalities  (3)
This course is an introduction to special education. An overview of the various groupings of individuals with exceptionalities under the Individuals with Disabilities Education Act will be examined in-depth, with emphasis on etiology, identification, incidence, prevalence, treatment, services available, and educational implications. Mental, physical, behavioral, and sensorial exceptionalities are discussed. National, state, and local laws and policies impacting individuals with exceptionalities will be examined. The principles of universal design, inclusion, collaboration, assistive technology, and multicultural responsiveness are imbedded and emphasized throughout this course. Historical foundations and future trends in special education are discussed with emphasis on current issues including life-long learning, multicultural and bilingual education, and the impact of technology on the field.

Ed 226
Characteristics of Individuals with Exceptionalities  (3)
This course is an in-depth study of the classification, etiology, incidence, and prevalence of persons with severe disabilities across the life-span. Social, behavioral, adaptive, and learning characteristics will be examined. Contemporary issues in prevention, diagnosis, placement alternatives, education, and training of people with severe disabilities will be examined and discussed. Multicultural competence and responsiveness is examined in-depth, along with various laws and legislation affecting the lives of individuals with exceptionalities across all settings. The role of new technologies in the lives of people with severe disabilities will be reviewed. Societal reactions to persons with severe disabilities will be examined. Ten hours of supervised experience with individuals with severe disabilities is required.
Prerequisites: Ed 222 and acceptance into Teacher Education Program.

Ed 257
General Secondary Methods and Media (3)
Principles and processes involved in planning and organizing for instruction and evaluation in the secondary school. Students will explore and use a variety of methods and media. It is recommended that this course precede special methods in content fields.
Prerequisite: Acceptance into Teacher Education Program.

Ed 258
Secondary Education Practicum (1)
Taken concurrently with Ed 257, this field experience is designed for secondary education majors to complete an intensive practicum that requires their design, delivery, and assessment of a week-long unit. Students will be expected to integrate technology, multiple intelligences, interdisciplinary connections, project-based, and performance-based assessment throughout the unit. Students will also be expected to participate in collaborative planning and evaluation with school faculty and community members and spend fifty hours in the school setting. Transportation for field experience is the responsibility of the student.
Prerequisite: Acceptance into Teacher Education Program.

Ed 301
Social Studies Methods and Media  (2)
Students study project-based approaches for teaching the social sciences (history, geography, civics, and economics), current events and public issues. Emphasis is placed on inquiry methods of study in the local and global communities and skills for building community in multicultural settings. Students create strategies for infusing student diversity, experiences, cultures and community resources into curriculum and instruction to promote all students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. Through the use of interactive, multimedia resources, emphasis is placed on incorporating multiple learning styles in lesson design. Ed 307 must accompany this course.
Prerequisite: Acceptance into Teacher Education Program.

Ed 303
Science and Health Methods and Media  (2)
Students study and apply learning approaches and fundamental concepts in the subject matter of science; including physical, life, and earth and space sciences, as well as concepts in science and technology, science in personal and social perspectives, the history and nature of science, the unifying concepts of science, and the inquiry processes. The students will also demonstrate knowledge, understanding, and use the major concepts of health education and encouragement of a healthy lifestyle. Through the use of interactive, multimedia resources, emphasis is placed on incorporating multiple learning styles in lesson design. Concurrent field experience in Ed 307 will require instructional application of science and health concepts and processes in a variety of educational settings. Ed 307 must accompany this course.
Prerequisite: Acceptance into Teacher Education Program.

Ed 307 (OC)
Building Community through Integrated Social Studies and Science (1) (OC)
Supervised practicum in alternative settings requiring the planning, delivery, and assessment of interdisciplinary lesson plans. An outdoor education experience and project-based unit integrating science, health, and social studies will emphasize approaches for teaching community building and social responsibility in this 30-hour field experience requirement. During this field experience, all students complete a modified Benedictine Performance Assessment (BPA). The BPA requires candidates to calculate learning gains, disaggregate data, and to demonstrate instructional adaptations required for meeting the needs of all students. Transportation for field experience is the responsibility of the student. Taken concurrently with Ed 301 and Ed 303.
Prerequisite: Acceptance into Teacher Education Program.

Ed 312
School as Community (3)
By examining the social, cultural, and political dimensions of schools and classrooms, this course will provide an historical and multicultural perspective on American education. Students will investigate the history and rationale for the professional teaching standards, especially in the areas of diversity, professional development, technology and community connections. They will examine the role of school improvement processes and case studies for achieving performance-based outcomes. Students will demonstrate critical reflection as they apply the program’s conceptual framework, “Educators as Builders of Community,” to the study of schools and the role of teachers in building learning communities.
Prerequisite: Acceptance into Teacher Education Program.

Ed 313
School as Community Research and Field Experience   (1)
The research and field experience component of the Ed 312 course is fifty hours and designed to expose students to diverse educational settings and to the wide range of community agencies that serve the holistic needs of children and their families. The experience will allow students to visit a variety of settings and collect data that enable critical reflection upon the issues addressed in Ed 312. Taken concurrently with Ed 312. Transportation for field experience is the responsibility of the student.
Prerequisite: Acceptance into Teacher Education Program.

Ed 314
Mathematics Methods and Assessment (3)
Students study and apply their knowledge, understanding, and use of the major concepts, procedures, and reasoning processes of mathematics for planning problem-based instruction and experiences in diverse classroom settings that meet the needs of all students, including tiered lessons, interactive tools and technologies. Formal and informal assessment strategies and their use in evaluating student learning processes and products will be examined as a means to meet the needs of all learners. Application of concepts in twenty hours of field experience is required. Taken concurrently or following Ma 110 and Ma 111.
Prerequisite: Acceptance into Teacher Education Program.

Ed 317
Integrated Language Arts Practicum (1–4) (WC)
Required supervised practicum in partnership schools taken concurrently with Ed 319. Students will work directly with K–6 students in reading, library, and language arts instruction. Responsibilities will include observation and team teaching targeted instruction; and planning and implementing a writer’s workshop. Transportation for field experience is the responsibility of the student.
Prerequisite: Acceptance into Teacher Education Program.

Ed 319
Integrated Language Arts Methods (5)
Candidates demonstrate a high level of competence in combining methods of reading, language arts and children’s literature in an integrated approach to literacy. Candidates use concepts from emerging literacy, scientific based reading research, language and child development to teach reading, writing, speaking, viewing, listening, and thinking skills, and to help all students successfully apply their developing literacy skills to many different situations, materials, and ideas. Using their understanding of learning theory and the conceptual framework, educators as builders of community, candidates will evaluate instructional approaches in language arts.
Prerequisite: Acceptance into Teacher Education Program.

Ed 320
Curriculum for Individuals with Exceptionalities (3)
This course is an in-depth examination of various curricula for people with disabilities. Issues related to cognitive development, communication, basic living skills, social competencies, emotional adjustment, community living, independent living, and vocational preparation are explored through the context of functional, developmental, and ecological approaches to curriculum and curriculum development. Multicultural competency in teaching and meeting the needs of individuals with exceptionalities is examined. Assistive technologies are explored and implemented in the review of and implementation of curricula in the field. Ten hours of field work with people with disabilities is required.
Prerequisites: Ed 222, Ed 226 (or can be taken concurrently with Ed 226) and acceptance into Teacher Education Program.

Ed 322
Building School, Family and Community Partnerships for Individuals with Exceptionalities (2)
Professional block. This course is a study of the basic principles and techniques of building relationships with families, members of the school community, and the public services for students and families with individuals with exceptionalities. Emphasis is placed on life-long planning and decision-making. Basic principles of strong democratic leadership, proactive problem solving, collaboration, and organizational structure are covered. Interviews with professionals and parents are conducted to gain insight into the needs of families. Internet and community resources are researched towards the development of a comprehensive service guide. Ten hours of supervised experiences with families of individuals with exceptionalities is required.
Prerequisites: Ed 222, Ed 226, Ed 320 and acceptance into Teacher Education Program.

Ed 324 
Professional block. Methods and Materials for Individuals with Exceptionalities  (3)
This course is a study of the methods and materials appropriate for teaching the learner with exceptionalities with consideration of the curricular objectives for various disabilities. Concepts such as differentiated instruction, tiered lessons, learning contracts, small group instruction, group dynamics, multiple intelligences, and complex instruction are examined and implemented in field work. Ten hours of supervised experiences with individuals with disabilities is required.
Prerequisites: Ed 222, Ed 226, Ed 320 and acceptance into Teacher Education Program.

Ed 326
Assessment of Individuals with Exceptionalities (3)
This course is an introduction to assessment and diagnosis of individuals with exceptionalities. Assessment for legal purposes of identifying exceptional individuals from birth through adulthood and assessment for educational/training decisions will be covered. Formal and informal assessment strategies across age groups, exceptionalities, and curricular areas will be studied. Students are required to administer a number of different assessments to school-age students with disabilities. A minimum of ten hours of supervised experiences in assessment is required.
Prerequisites: Ed 222, Ed 226, Ed 320 and acceptance into Teacher Education Program.

Ed 330
Teaching Corrective Reading Practicum (2)
A study of reading problems, methods of diagnosis, and techniques for teaching corrective reading in the elementary schools. Practicum experiences included.
Prerequisite: Acceptance into Teacher Education Program.

Ed 332
Teaching Reading in the Content Areas (2)
A study of the fundamental processes in reading and the procedures for teaching reading in middle and senior high school subject areas. Practicum experiences of twenty hours required.
Prerequisite: Acceptance into Teacher Education Program.

Ed 398
Special Topics  (1–4)
Topics not included in the regular catalog, usually treated in a lecture/discussion or project-based format. May be taken more than once if subject matter varies sufficiently.
Prerequisite: Acceptance into Teacher Education Program.

Ed 451
Philosophy of Education  (3) (PC, PI)
This intensive seminar will provide students an opportunity to gain an understanding of the historical and philosophical traditions that have shaped educational thought and practice in the United States. Readings from primary and secondary sources will focus on past educational practices, some of which were deliberately exclusive. Students learn how contemporary educational practices work to be inclusive of constituents from diverse backgrounds. The course seeks to advance the students’ understanding of the nature of education, particularly the notion that educators are builders of community, and to assist students in framing their beliefs about teaching and learning in PK–12 schools. The relevance of philosophy to teacher decision-making will be made evident as students construct their own educational philosophy.  This course requires numerous technological competencies and features an artifact that must be included in the student’s TEP portfolio. Prerequisite: Acceptance into Teacher Education Program.

Ed 460
Personal and Social Well-being  (3)
Professional Block. This course provides student teachers with background knowledge and simulated experiences to enable them to support children and youth toward healthy physical and emotional growth and development. Topics to be addressed include: self-concept development, relationship building, effective communication, conflict resolution, lifestyle choices, sexuality, abuse, violence, STDs, HIV, and AIDS. The topics will be addressed within a context of the school as a caring community devoted to the holistic development of children and youth.
Prerequisite: Admission to Student Teaching.

Ed 462
Classroom Management  (2)
Professional Block. An intense study of student behavior; discipline techniques; and time, resource, and space management. Particular focus is given to self-monitoring strategies, teaching social skills, and balancing extrinsic and intrinsic rewards. The course is designed for regular and special education teachers.
Prerequisite: Admission to Student Teaching.

Ed 470
Student Teaching Seminar  (1)
Professional Block. The purpose of this seminar is to prepare students for the professional responsibilities of student teaching and to provide a weekly forum for collaborative problem solving of situations that arise during the student teaching experience.
Prerequisite: Admission to Student Teaching.

Ed 471
Special Education Student Teaching Seminar (1)
This seminar prepares and supports special education teacher candidates for the professional responsibilities of student teaching and provides a weekly forum for collaborative problem solving of situations that arise during the student teaching process. The course also prepares teacher candidates in the development of the Special Education Student Teacher Case Studies. Prerequisite: Admission to Student Teaching.

Ed 491
Supervised Student Teaching of Individuals with Exceptionalities (10)
Professional Block. Designed to meet the needs of prospective special education teachers who wish to qualify for teaching individuals with exceptionalities. Prospective special education teachers will observe, participate, and teach, as well as engage in professional activities and extracurricular activities with individuals with disabilities under the supervision of selected cooperating special education teachers. Admission by application only and approval of the Committee on Teacher Education.

Ed 492
Supervised Student Teaching in Elementary School  (5–10) (OC)
Professional Block. Teaching experience in approved cooperating elementary schools. Prospective teachers observe, participate, teach, and engage in extra-class activities under the supervision of selected cooperating teachers. During student teaching, all candidates complete a Teacher Work Sample (TWS) using the Emporia State University rubric.  The TWS requires candidates to calculate learning gains, disaggregate data, and to demonstrate instructional adaptations required for meeting the needs of students of diversity and students with exceptionalities. Admission is by application only and approval of Committee on Teacher Education.

Ed 496
Supervised Student Teaching in Secondary School (5–10) (OC)
Professional Block. Teaching experience in approved cooperating secondary schools. Prospective
teachers observe, participate, teach, and engage in extra-class activities under the supervision of selected cooperating teachers and clinical supervisors. The student must have senior standing and an adequate background in the teaching field which normally will constitute the academic major. During
student teaching, all candidates complete the Benedictine Performance Assessment (BPA), a teacher work sample. The BPA requires them to calculate learning gains, disaggregate data, and to demonstrate instructional adaptations required for meeting the needs of students of diversity and students with exceptionalities. Admission is by application only and the approval of the Committee on Teacher Education.

Ed 499
Independent Study  (credit arranged)
Research in the field of education approved and supervised by faculty members.

*Ma 110 or Ma 111 may be waived for students entering Benedictine College with previously acquired college math credits.