Department of Education

Terrell Peace, Susan Burson, Stephen Holtrop, Evelyn Priddy, Cindy Steury, Kathy Turner, Paul Worfel

The Education Department offers majors leading to teacher licensing in the elementary, middle, and high schools. Huntington University is accredited by the National Council for Accreditation of Teacher Education (NCATE). Teacher education majors leading to licensure are approved by the Indiana Professional Standards Board. Many surrounding states have cooperative agreements with Indiana that allow individuals with Indiana licenses to be licensed to teach in those states.

The goal of the Education Department is to develop teachers who are effective stewards. Stewardship is a biblical concept that fits well with our mandate from the state of Indiana to prepare students for the teaching profession. In the parable of the talents (Matthew 25), Jesus portrays stewards as individuals who are given responsibility for the growth and development of someone else’s assets. The state of Indiana will give graduates of our teacher preparation programs responsibility for the growth and development of one of its most precious assets – its school children.

 Teachers act as stewards in four areas. First, as stewards of knowledge, teachers are responsible to society and the culture at large to transmit and make understandable the growing knowledge base that comprises school curricula. Second, as stewards of learner development, teachers have a responsibility to parents and to the students themselves to guide learners in their intellectual, social, emotional, and moral development. Third, as stewards of classroom and school environments, teachers have a responsibility to administrators, parents and the community to provide the best possible conditions for student learning. Finally, as stewards of instruction, teachers have a responsibility to teach the various disciplines with the most effective methods and with integrity and thoroughness.

These four areas of stewardship correspond to and support national and state teaching standards such as the Interstate New Teacher Assessment and Support Consortium principles (INTASC) and the Indiana Professional Standards Board’s developmental area standards and content area standards for new teachers.  Since the standards of the Indiana Professional Standards Board are based on the INTASC standards, the four areas of stewardship include not only all the INTASC standards, but all state licensing standards as well. 

Huntington University teacher education graduates understand the conceptual framework provided by this “Teacher As Effective Steward” model (see Student Handbook or department web page for further explanation of the department’s conceptual framework and model).  Additionally, Huntington University teacher education graduates are effective communicators in spoken and written communication and are thoroughly grounded in both general education and the content of the subject areas they will be teaching. 

During the fall semester of the sophomore year students must register to take all sections of the Pre-Professional Skills Test (Praxis I) as part of the application to the teacher education program.  This application will also be submitted during the first semester of the sophomore year.

The Teacher Education Program relies on continuous assessment and includes four checkpoints.

Checkpoint 1: Admission to the Program.  Occurring in the sophomore year, Checkpoint 1 includes an interview with members of the Teacher Education Committee and the initial portfolio check. Admission to the program requires a cumulative gpa of 2.5 or above for all college level work, a major gpa of 2.5 or above, Praxis I scores of 172 in writing, 175 in mathematics, and 176 in reading, a successful interview, a satisfactory portfolio evaluation, and positive recommendations. Successful completion of this checkpoint is required prior to enrolling in junior level methods courses.

Checkpoint 2: Application for Student Teaching.  Occurring during the junior year, Checkpoint 2 includes the second portfolio check, evidence of successful field experiences, and the completed application for student teaching. 

Note:  Student teaching placements are made by the Director of Clinical Experiences for students who remain in good standing based on both the cumulative and major gpa, have shown evidence of successful field experiences, have received a second satisfactory portfolio evaluation, and have taken the Praxis II test(s) required by the state of Indiana for their area(s) of licensure.

Checkpoint 3: Topics and Problems. Occurring at the beginning of the student teaching semester, Checkpoint 3 involves a focused interview on the portfolio conducted by the student teacher’s supervisor. A successful portfolio evaluation is required to pass this checkpoint and begin the student teaching experience.

Checkpoint 4: Culmination. Occurring during the final week of student teaching, Checkpoint 4 includes an exit interview with the portfolio providing the needed evidence of professional proficiencies and reflections on professional growth.  The student teacher’s supervisor conducts the interview. A satisfactory portfolio evaluation is required.

Recommendation for state licensing is made only when a student has (a) successfully completed all phases of training, (b) received a 2.5 cumulative gpa and 2.5 gpa in the licensing area, (c) received a C+ or higher in student teaching, (d) received no grade less than C- in any course required for licensing, and (e) passed the Praxis II exam(s) required for each licensing area.

Major in Elementary Education:  Primary and Intermediate

This major is designed for students wishing to prepare for teaching in an elementary school setting (typically grades K-5). Required professional education courses for the major in primary and intermediate elementary education are ED 212, 236, 242, 264, 272, 295, 316, 332, 336, 377, 382, 384, 386, 388, 395, 397, 398, 420, 440 and 450; SE 232 and 325; and PE 231.  As part of the general education program, the student must complete two of BI 111/L, CH 111/L or PH 111/L; MA 111 and 112; and PY 111.  A visual arts elementary level major is also offered and is described in the catalog section for the Department of Visual Arts.

Major in Elementary Special Education

This major is designed for students who are interested in being able to teach at the elementary level (K-5) in both special education and regular classroom settings.  Students who complete this major will be eligible for the regular elementary: primary and elementary: intermediate licenses, as well as special needs: mild intervention at the primary and intermediate elementary levels.  Required professional education courses for the program are ED 236, 242, 264, 272, 295, 316, 332, 336, 377, 382, 384, 386, 388, 395, 397, 398, 420, 440 and 450 (seven weeks); SE 232, 233, 325, 328, 422, 424, 434, and 450; and PE 231.  As part of the general education program, the student must complete two of BI 111/L, CH 111/L or PH 111/L; MA 111 and 112; and PY 111.   The junior block practicum (ED 397 and 398) and the student teaching experience (14 weeks) are divided equally between a regular classroom and a special education setting.

Majors in Middle Grades Education:  Intermediate Elementary and Middle School Education

These majors are designed for students wishing to prepare for teaching in the upper elementary grades or at the middle school level (typically grades 4-8).  Students completing one of the majors for middle grades education will take:  ED 212, 236, 264, 272, 295, 311, 332, 336, 377, 382, 384, 386, 388, 395, 397, 398, 420, 440, 460; SE 232 and 325; and courses to complete one of the following:  For the major in Middle School Language Arts, students will complete ED 332, 336; EN 121, 151, 311, 321; CO 215, and ED 273.  For the major in Middle School Mathematics, students complete MA 111, 112, 151, 165, 171 and 351.  For the major in Middle School Science, students complete BI 161/L; CH 111/L; PH 111/L; ES 262 or PH 271 (taken in place of ED 264); and BI 222/L or BI 231/L or BI 261/L.  For the major in Middle School Social Studies, students complete HS 125, 126, 211, 212; PY 111; two from EB 211 or PS 181 or SO 111 or PS 111; and one from HS 377 or HS 381 or HS 444 or HS 466.  As part of the general education program, each student must complete two of BI 111/L, CH 111/L or PH 111/L; MA 111 and 112; and PY 111.

Majors in Secondary Education:  Middle School and High School Education

Majors for which students may be licensed to teach at the middle school/junior high and high school level (typically grades 6-12) include visual arts, vocal and general music, instrumental and general music, theatre, physical education and health, business, English, biology, chemistry, mathematics, and social studies.  Candidates completing the social studies program can be licensed in geographical perspectives, government and citizenship, and historical perspectives.  Students in the social studies program can also complete additional coursework to add licensing in economics, psychology and sociology.  The requirements for completion of the university major are available in the catalog sections for the respective subject area departments.

Professional education courses required of those wishing to teach at the middle school and high school level include PY111 to be taken in the freshman year; ED 212, 236, 296, and SE 234 to be taken in the sophomore year; ED 311, 320, and 395 to be taken in the junior year (English majors and minors must also take ED 273); ED 410 (subject specific) to be taken in either the junior or senior year; and ED 440 and 460 during the senior year.  Students majoring in physical education and health take both ED 410hea and ED 410phy.  For professional education courses required for those wishing to teach visual arts at the middle school and high school level, see the catalog section for the Department of Visual Arts.

Majors in All-Grade Education

Professional education courses required for those seeking all-grade licensing in visual arts, music, or physical education and health include PY111 to be taken in the freshman year; ED 212, 236, and SE 232 or 234 to be taken in the sophomore year; ED 395 to be taken in the junior year; and ED 440, and 460 or 450 during the senior year.  Students in the visual arts all-grade major also complete ED 342 and 295 or 296.  Students in the music education major also complete MU 234, MU 325, and either MU 427 or MU 429.  Students in the all-grade physical education and health major also complete ED 311, 320, and ED 410phy and 410hea physical education and health subject methods.

Professional Semester for Student Teaching

Students must plan schedules carefully in order that the final semester may be devoted to the student teaching experience. Students must make application for placement in student teaching during the first semester of the junior year.

To be allowed to student teach, students must have successfully completed Checkpoints 1 and 2. Students enrolled in the professional semester should not take any other courses or be involved in other experiences that may detract from student teaching.

The student teaching experience necessarily follows the schedule of the school where the teaching is being done rather than the University calendar. Students must make arrangements for their own transportation and adjust to the school’s schedule as they move into the role of teaching professionals.

Students who wish to pursue careers teaching in overseas schools are encouraged to apply for an additional student teaching experience overseas through the Christian College Teacher Education Coordinating Council.  Applications are due in the fall of the junior year. Further information about this program is available in the Education Department Office. 

Federal Disclosure Requirement

The Huntington University teacher education program is accredited by the Indiana Professional Standards Board and the National Council for Accreditation of Teacher Education.  The federal government requires that the following information be reported by all accredited teacher education institutions.

Courses in Education

ED 212 Introduction to Education                       (3)

The historical, philosophical, and sociological foundations of education are explored in this course. The effects that theoretical developments and research have on curriculum and the role of the teacher are studied. Students are introduced to the “Teacher as Effective Steward” model and encouraged to develop their own philosophy of education in response to that model. This course must be taken before the junior year.

Fall, Spring

ED 236 Educational Psychology                         (4)

Applications of theories of teaching, learning, development and measurement to classroom environments are explored. This course also examines qualities of classroom interaction, particularly related to instructional processes, motivation of students and classroom management.  Prerequisite: PY 111

Fall, Spring

ED 242 Early Childhood Development                (3)

This course is an introduction to professional preparation for teaching in the early childhood setting. The student will explore the ethical standards for the profession, issues related to the developmental needs of the young child, and the skills that are necessary for working in this setting.  Prerequisite: PY 111 or PY 211

Fall

ED 253 Creative Dramatics                                  (2)

A study of the techniques of improvisational dramatics including physical, social and psychological exercises. Special attention will be given to ways of expressing ideas and emotions and to the use of original dramatizations as teaching tools. Identical with TH 253

Spring Even Years

ED 264 Social and Cultural Geography               (2)

This course focuses on how societies and cultures arrange themselves across the globe.  Emphasis will be placed on the human-land relationships of the world.  Aspects of culture in regional contexts will be explored.  Additionally this course surveys the basic statistics and dynamics of the physical world as these affect human cultural development and demographic trends.

Fall, Spring

ED 272 Literature for Children                            (2)

This course is designed to acquaint the student with the various types of children’s books. The uses of these books as an integral part of the school curriculum in grades K-6 are explored. Methods for discovering and developing student interest are stressed through practice in storytelling, oral reading and dramatization. Prerequisites: ED 236 and acceptance into the Teacher Education Program

Fall

ED 273 Adolescent Literature                              (3)

This course acquaints the student with various types of literature for adolescents, theories of supporting reading in secondary classrooms, and using reading as a communication device. The course addresses literacy issues, required vs. open reading, pleasure reading, and methods for integrating reading into the secondary curriculum. Prerequisite: ED 236

Fall Even Years

ED 295 Sophomore Practicum for Primary and Intermediate Elementary         (1)

Students will do at least thirty hours of observation and participation in a K-5 classroom. Reflections related to these classroom experiences will be required.  Prerequisites:  ED212, ED 236 or SE 232 or concurrent

Fall, Spring

ED 296 Sophomore Practicum for Middle School and High School      (1)

Students will do at least thirty hours of observation and participation in a middle school or high school classroom. Reflections related to these classroom experiences will be required.   Prerequisites: ED 212, ED 236, or SE 234 or concurrent

Fall, Spring

ED 311 Early Adolescent Curriculum and Methodology            (3)

The middle school concept, the nature of the curriculum, and methods of teaching at the middle school level are studied. In addition, theories related to the cognitive and psychosocial development of early adolescents are addressed. Prerequisite: ED 236

Fall

ED 316 Early Childhood Methods and Materials (2)

This course explores methods and strategies appropriate for the early childhood setting.  Selection, organization, and use of materials will be emphasized.  Prerequisites: ED 236 and acceptance into the Teacher Education Program

Spring

ED 320 Instructional and Management Strategies for the Adolescent Learner   (3)

A comprehensive methods course which focuses on instructional planning, strategies, and assessment for teachers of adolescents, as well as the essential aspects of establishing and maintaining effective classroom management. Emphasis will also be given to reading strategies and practices for the effective use of classroom texts.  Prerequisite:  ED 236 or concurrently.  Students are expected to complete ED 236 before enrolling in ED 320 unless they must enroll concurrently to prepare for ED 410 in the next fall semester.

Spring

ED 332 Fundamentals of Reading                       (3)

This is a course designed to introduce the various reading approaches that are found in the classroom.  Principles, practices, and problems will be addressed. Emphasis will be on knowledge of phonics, textbooks, and various reading programs that students will encounter as they teach in the early and middle childhood settings. Prerequisite: ED 236

Fall

ED 336 Diagnostic and Corrective Reading         (3)

The reading difficulties of individuals are studied, with attention placed on the administration and interpretation of classroom assessment measures. Emphasis is given to addressing the needs of all readers in the classroom.  Prerequisite: ED 332

Spring

ED 342 Visual Arts Methods                               (4)

Organization, selection and use of art materials for elementary, middle and secondary schools. Curricula and methods designed to develop pupil capabilities for perception, appreciation and creation of art are explored. Prerequisite: ED 236

Spring Even Years

ED 377 Computers and Integrated Curriculum    (3)

Students consider theories and models of curriculum integration with emphasis on computer use in the classroom, and construction of an electronic portfolio. Students produce an integrated unit and present it using multimedia presentation software. Prerequisite: ED 236

Fall, Spring

ED 382 Social Studies Methods and Materials    (2)

Consideration is given to the aims, content, and organization of social studies concepts appropriate for the elementary school student. Unit and daily lesson planning, as well as exploration of textbooks and other resources, is emphasized. Prerequisites: ED 236 and acceptance into the Teacher Education Program

Fall

ED 384 Language Arts Methods and Materials    (2)

This course acquaints students with various methods and materials for the teaching of functional and creative writing, handwriting, grammar, punctuation and spelling in elementary school settings. Exploration of language development, oral composition, and listening skills is included. Prerequisites: ED 236 and acceptance into the Teacher Education Program

Fall

ED 386 Science Methods and Materials              (2)

Students learn to use discovery techniques as part of an integrated approach to the teaching of topics in physical, biological, and earth conservation sciences. The use of trade books, visuals, and commercial curriculum projects is explored.  Prerequisites: BI 111/L or CH 111/L or PH 111/L; ED 236 and acceptance into the Teacher Education Program

Spring

ED 388 Mathematics Methods and Materials       (2)

Students learn to use problem solving, communication, reasoning, and connections as part of an integrated approach to the teaching of elementary school mathematics. Learning resources, including trade books, textbooks, manipulatives, computer curriculum resources, and teacher-made instructional aids are explored.  Prerequisites: MA 111 or MA 112, ED 236 and acceptance into the Teacher Education Program

Spring

ED 395 Multicultural Practicum in Teaching       (3)

This course provides a pre-student teaching experience working in a public school. Placements are in multicultural settings in an urban area. Observing, participating, and a limited amount of supervised classroom teaching are expected. Required seminars focus on education in multicultural settings.  Students are expected to have extended field experiences at all levels of their licensing and this practicum can help fulfill that requirement.  Taken during January of the junior or senior year. Prerequisite: Junior standing or consent

January

ED 397 Junior Block Practicum I                        (3)

An extensive, four-week, all morning field experience in a K-5 classroom for those students in the fall methods block (ED 272, 382, 384).  This field experience will take place during the last four weeks of the semester.  Prerequisites:  ED 272, 382, and 384 concurrent

Fall

ED 398 Junior Block Practicum II                       (3)

An extensive, four week, all morning field experience in a K-5 classroom for those students in the spring methods block (ED 316, 386, 388).  This field experience will take place during the last four weeks of the semester.  Prerequisites:  ED 316, 386, and 388 concurrent

Spring

ED 399 Workshop in Education                       (1-3)

Special topics in education for teachers and other professional educators. Prerequisite: Consent

Summer

ED 410bus Business Education Curriculum and Methods        (2)

Students learn creative and effective planning, instructional strategies, and current curricular theories for teaching middle school and high school business courses. A 50-hour field experience is required.  Prerequisite: ED 320

Fall Odd Years

ED 410eng Language Arts/English Curriculum and Methods    (2)

Students learn creative and effective planning, instructional strategies, and current curricular theories for teaching middle school language arts and high school English courses. A 50-hour field experience is required. Curriculum standards set forth by the National Council of Teachers of English are examined.   Prerequisite: ED 320

Fall Even Years

ED 410hea Health and Safety Curriculum and Methods            (2)

Students learn creative and effective planning, instructional strategies, and current curricular theories for teaching middle school and high school health courses. A 50-hour field experience is required. Curriculum standards set forth by the American Alliance for Health, Physical Education, Recreation and Dance will be examined.  Prerequisite:  ED 320

Fall Even Years

ED 410mat Mathematics Curriculum and Methods (2)

Students learn creative and effective planning, instructional strategies, and current curricular theories for teaching middle school and high school math courses. A 50-hour field experience is required. Curriculum standards set forth by the National Council of Teachers of Mathematics are examined.  Prerequisite:  ED 320

Fall Odd Years

ED 410phy Physical Education Curriculum and Methods         (2)

Students learn creative and effective planning, instructional strategies, and current curricular theories for teaching middle school and high school physical education courses. A 50-hour field experience is required. Curriculum standards set forth by the American Alliance for Health, Physical Education, Recreation and Dance are examined. Prerequisite:  ED 320

Fall Even Years

ED 410sci Science Curriculum and Methods      (2)

Students learn creative and effective planning, instructional strategies, and current curricular theories for teaching middle school and high school science courses. A 50-hour field experience is required. Curriculum standards set forth by the National Science Teachers Association are examined.  Prerequisite:  ED 320

Fall Even Years

ED 410soc Social Studies Curriculum and Methods     (2)

Students learn creative and effective planning, instructional strategies, and current curricular theories for teaching middle school and high school social studies courses. A 50-hour field experience is required. Curriculum standards set forth by the National Council for the Social Studies are examined.  Prerequisite:  ED 320

Fall Odd Years

ED 410the Theatre Arts Curriculum and Methods (2)

A seminar course designed for the theatre educator.  This course covers topics such as setting up, maintaining and assessing Theatre curriculum, classroom management, and proper planning of educational seasons (productions and budgets).  Prerequisite: ED 320

Fall Even Years

ED 420 Managing the Learning Environment      (2)

Students will investigate a number of different theories and techniques which will enable them to develop strategies for maintaining a successful teaching and learning environment. Emphasis will be on positive classroom management as well as planning for discipline.

Fall

ED 440 Topics and Problems in Education         (2)

Current issues, teaching techniques, classroom manage-ment, and other topics which change in response to trends in education, will be discussed. This course is taken during the student teaching semester and includes initial and final professional portfolio assessments.   Prerequisites:  Admission to teacher education program and approved application for student teaching

Fall, Spring

ED 450 Student Teaching in Elementary Schools (10)

All-day classroom experience in local elementary schools for fourteen weeks.  The student teacher is supervised by a cooperating master teacher and a supervisor from Huntington University.  Overseas and special education student teaching experiences involve additional placements and reduction of time and credit for ED 450 experience.  Prerequisites:  Admission to teacher education program and approved application for student teaching

Fall, Spring

ED 455 Student Teaching in Elementary Schools Overseas      (2)

All-day classroom experience in an overseas elementary school for six weeks, after an initial ten-week experience in the U.S. Students must apply for this program by November 1 prior to the school year in which student teaching will take place. Placement is through the Christian College Teacher Education Coordinating Council and requires an application fee.  Prerequisites: ED 450 and consent

Fall, Spring

ED 460 Student Teaching in Secondary Schools (10)

All-day classroom experience in local secondary schools for fourteen weeks.  The student teacher is supervised by a cooperating master teacher and a supervisor from Huntington University.  Special education student teachers will spend seven weeks in an ED 450 placement and seven weeks in a special education setting (SE 450).  Prerequisites:  Admission to teacher education program, appropriate PRAXIS II scores, and approved application for student teaching

Fall, Spring

ED 465 Student Teaching in Secondary Schools Overseas       (2)

All-day classroom experience in an overseas school for six weeks, after an initial ten-week experience in the US. Students must apply for this program by November 1 prior to the school year in which student teaching will take place. Placement is through the Christian College Teacher Education Coordinating Council and requires an application fee.  Prerequisites: ED 460 and consent

Fall, Spring

Courses in Special Education

SE 232 Education of the Exceptional Child         (3)

This course provides an overview of the developmental, behavioral, intellectual, and educational characteristics of children with disabilities.  Early intervention, identification, and placement as well as appropriate adaptations for diverse learners in inclusive classroom settings will be emphasized.  In addition the special methodologies related to the instruction of gifted and talented students are addressed.  Prerequisite: PY 111

Fall, Spring

SE 233 Foundations of Special Education          (2)

This course focuses on special education as a profession.  Emphasis will be placed on historical, philosophical, and legal foundations of special education.  The rights and responsibilities of parents, students, educators, and other professionals as these relate to students with exceptional needs will also be studied.  Programming options and ethical practices for mild interventions will be emphasized.  Prerequisite: PY 111

Spring

SE 234 Education of the Exceptional Adolescent (2)

This course provides an overview of the developmental, behavioral, intellectual, and educational characteristics of adolescents with disabilities.  Educational adaptations and accommodations for specific content areas will be addressed as well as the integration of diverse learners into inclusive classroom settings. This course also examines the issues related to transition and working with agencies to facilitate transition.  In addition the special methodologies related to the instruction of gifted and talented students are addressed.  Prerequisite: PY 111

Fall, Spring

SE 325 Differentiated Instruction                        (3)

Explores how teachers can develop responsive, personalized, and differentiated classrooms by attending to the learning needs of diverse individuals. Students will learn to develop multiple avenues to learning for student growth and success.  Prerequisite: ED 236

Spring

SE 328 Behavioral Intervention for Mild Intervention    (2)

This course focuses on planning and managing the teaching and learning environment for students with mild disabilities.  The use of functional behavioral assessment and its use in developing behavior intervention plans for students with mild disabilities will be explored.  Legal implications, including applicable laws, rules, and regulations regarding the dissemination and implementation of behavior plans will be discussed.  Emphasis will be placed on strategies to foster and teach social skills to those students with mild disabilities.  Prerequisite:  ED 236

                                                                         Fall

SE 422 Elementary Methods for Exceptional Learners:  Mild Intervention        (3)

Emphasis in this course will be on characteristics of children who have mild disabilities and the methods and materials used for intervention.  A variety of strategies that facilitate student success in the least restrictive environment will be discussed.  Additionally, modifying curriculum and environments to ensure student success will be stressed.  The use of direct instruction and assessment of instruction to plan instructional objectives for the exceptional learner will be discussed along with the connection between daily planning and the individual education plan.  Prerequisite:  SE 233

Fall

SE 424 Assessment Strategies for Exceptional Learners:  Mild Intervention     (3)

This course focuses on the multiple forms of assessment and record keeping.  Emphasis will be placed on selection, use, and interpretation of a wide variety of formal and informal assessments and effective ways of communicating that information to parents and colleagues.  Additional emphasis will be placed on using assessment to plan, modify, and deliver instruction.  The relationship between assessment, placement and individual education plans will be explored.  Prerequisite:  SE 233

Fall

SE 434 Collaboration and Consultation in Special Education   (3)

This course focuses on communication and collaborative partnerships that will contribute to success for the exceptional child across the full spectrum of services available for mild intervention.  Emphasis is placed on the importance of ongoing relationships between the special educator and parents, families, and agencies to support the education of the child.  The process of conducting team meetings and ethical considerations dealing with confidential information will be explored.  Prerequisite:  SE 233

                                                                         Fall

SE 450 Student Teaching in Elementary: Special Education Setting    (5)

All day experience in a special education setting for seven weeks (to be paired with a seven week experience in ED 450).  The student teacher is supervised by a cooperating master teacher and a supervisor from Huntington University.  Prerequisites:  Admission to the teacher education program, completion of mild intervention content course work, appropriate Praxis II scores, and approved application for student teaching

Fall, Spring

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