Total Credit Hours: 60 credit hours
Purpose: The Associate of Arts in Teaching (A.A.T.) degree is designed for students preparing to transfer to a four-year institution to obtain a baccalaureate degree and earn Maryland state teacher certification. The program incorporates foundation coursework in teacher education, content coursework in a selected certification area and a field-based experience at the appropriate level of teacher certification.
Program Website: http://www.aacc.edu/programs-and-courses/credit-and-degree-seekers/education/
Range of Occupations
Occupations can be explored further through the virtual Careers Center.
The A.A.T. degrees parallel the Maryland State Department of Education grade bands:
||Early Childhood Education
||Secondary Academic Areas
Criminal Background Check
Participation in the required fieldwork experience is contingent upon satisfactory completion of the criminal background check. For complete details, see the Teacher Education and Childcare Institute section of this catalog.
To earn the degree and be eligible for seamless transfer within Maryland, students must complete all required coursework and the following additional requirements:
- Students must submit official qualifying scores as established by the State Superintendent of Schools on pre-professional basic skills tests (e.g., SAT, ACT, PRAXIS/CORE) approved by the State Board of Education. For more information visit www.aacc.edu/teach/praxis.cfm.
- Students must complete fieldwork requirements as indicated by the Teacher Education and Child Care Institute.
- Students must earn a C or better in all coursework required for the degree and obtain a cumulative grade point average of 2.75 or better.
Students may be required to meet additional admittance requirements at the chosen transfer institution.
Planning Tool: Two-Year Sequence of Courses
AACC faculty developed the following sequence of courses to encourage greater success in each student’s program of study. This sequence incorporates all of the student’s requirements for this degree and provides the student with essential notes to guide their success. It is recommended that students view and save this as they plan courses for this degree.
Arts and Humanities: 6 credits
Biological and Physical Sciences: 8 credits
Computer Technology, Interdisciplinary Studies or Mathematics: 4 credits
Health/Fitness/Wellness: 3 credits
Social and Behavioral Sciences: 6 credits
Program Requirements: 28 credits
Computer Competency Requirement
Program requirements EDU 211 and EDU 214 meet this requirement.
Program requirement EDU 214 meets this requirement.
Upon successful completion of this program, students will be able to:
- Make measurements and express those measurements in common and metric units; manipulate units.
- Identify and apply significant figures and exponential notation to measurement.
- Describe nature of science and scientific investigation.
- Distinguish among states of matter; explain behaviors of states based on particulate nature.
- Identify basic atomic structure; describe historical development of atomic theory and its relationship to spectroscopy.
- Explain principles of the quantum mechanical model of the atom
- Outline the development of and trends conveyed by the periodic table of the elements.
- Define the concept of bonding as resulting from electron interactions; understand bond nature as a continuum.
- Visualize geometries of molecules; apply VSEPR theory and hybridization theory.
- Determine molecular polarity as it relates to geometry; understand properties dependent on molecular polarity.
- Explain the concept of chemical change as a chemical reaction; know types of chemical reactions.
- Identify chemical nomenclature.
- Define the mole concept and stoichiometry.
- Identify characteristics and processes of solutions.
- Identify physical and chemical properties of acids and bases.
- Illustrate reaction equilibria.
- Describe interactions of matter and energy.
- Compare concept of heat exchange in physical and chemical systems.
- Interpret thermodynamics of a chemical system.
- Describe components, structure, and function of an electrochemical cel.
- Explain nuclear reactions, including radioactivity, fission and fusion.
- Interpret kinetics for a chemical system.
- Define the structure, function, and nomenclature of functional groups.
- Identify free-radical reactions.
- Interpret reaction mechanisms.
- Define principles of stereochemistry.
- Define spectroscopic principles for structure determination.
- Explain electrophilic addition reactions in alkenes and alkynes.
- Illustrate principles of organometallic chemistry.
- Demonstrate oxidation/reduction reactions of organic molecules.
- Identify principles of aromaticity and the reactions of conjugated systems.
- Design and carry out multistep syntheses.
- Recognize and characterize biologically important molecules.
- Identify Carbonyl group chemistry, including alpha substitution reactions and enol condensations.
- Describe Amine Chemistry.
- Define Polymer Chemi.
- Utilize tools for the collection of data.
- Analyze and interpret experimental data.
- Demonstrate safe laboratory practice.
- Demonstrate basic laboratory techniques.
- Identify the social, physical, emotional, and cognitive stages of development through adolescence.
- Describe the major approaches to (theories of) human learning.
- Explain approaches to learning/teaching.
- Describe the impact of culture, privilege, and oppression, as they influence personal growth and development.
- Relate culture, privilege and oppression to their impact on schooling, student performance and success.
- Identify factors that may contribute to behaviors/conditions resulting in at-risk students.
- Describe the important role of family in human development and the variety of ways individuals can organize to fulfill these roles.
- Define basic theories of motivation.
- Define what curriculum is and identify the social, cultural, historical, political, and philosophical influences that effect the development and change of curriculum.
- Describe the construction of curriculum as responsive to developmental, cultural, and social needs of children.
- Compare different approaches to and methods of teaching.
- Recognize that there are different approaches to teaching and that materials and objectives are specific to the approach selected.
- Know, locate and critique types of educational research.
- Recognize valid sources of educational information.
- Describe the roles of secondary school teachers.
- Distinguish between the roles of middle school and high school teachers.
- Reflect on the approaches to learning/teaching.
- Relate principles and practices of group dynamics to educational practices.
- Demonstrate knowledge of exceptionalities and individual differences and understand how culture and experience affect these.
- Specify how issues such as justice, social equality, concentrations of power, class differences, race and ethnic relations, language and literacy, or family and community organization relate to teaching and schools.
- Identify contemporary education issues.
- Relate issues to their historical, social, cultural, philosophical, education antecedents or analyze the historical, social, cultural, philosophical, and educational antecedents in relation to contemporary issues.
- Engage successfully in critical thinking and problem solving in a variety of content areas.
- Recognize instructional practices that enhance, or impede critical thinking, problem solving, and performance skills.
- Engage in small group learning environments in a variety of content areas in the first sixty hours of coursework.
- Describe a variety of patterns of secondary school organization.
- Identify the various ways that teachers collaborate with others.
- Explain the history of education.
- Develop a philosophy of education and relate this to purposes of education.
- Describe schools as organizations.
- Identify the important role of family in learning and recognize teachers’ vital role in creating a partnership with families.
- Identify fundamental/basic rudiments of school law.
- Know, understand, and define for the ethical standards of the teaching profession.
- Explain the value of life-long learning.
- Begin a “developmental portfolio” that includes reflections on their developing schema of the teaching profession.
This program aligns with all the college’s core competencies. For a full list of Core Competencies, click here.
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