Entrance/Admission Requirements

Graduation Requirements

See Academic Regulations for college-wide Graduation Requirements .

Planning Tool: Two-Year Sequence of Courses

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General Education Requirements: 32-35 credits

An approved list of general education courses can be found in the General Education Requirements and degree program required courses  section of the catalog. Choose general education courses from the following topics:

Program Requirements: 32 credits

• EDU 111-Foundations of Education 3 credit hours
• EDU 133-Growth and Development 3 credit hours
• EDU 211-Educational Psychology 3 credit hours
• EDU 214-Introduction to Special Education 3 credit hours
• MAT 201-Calculus and Analytic Geometry 3 4 credit hours
• MAT 212-Differential Equations 4 credit hours
• PHY 211-General Physics 1 4 credit hours
• PHY 212-General Physics 2 4 credit hours
• PHY 213-General Physics 3 4 credit hours

Computer Competency Requirement

Program requirements EDU 211 and EDU 214 meet this requirement.

Diversity Requirement

Program requirement EDU 214  meets this requirement. 

Program Outcomes

Upon successful completion of this program, students will be able to:

• Identify the vocabulary and mathematical language associated with each content knowledge area listed above.
• Describe the concepts, relationships, and principles of each content knowledge area listed above and the interrelationships between related content areas.
• Apply concepts and relationships to qualitative problems and quantitative problems in each content knowledge area listed above.
• Investigate a classical physical system experimentally (in at least each of the broad content knowledge areas 1 - 4 listed above) and apply the experimental physics content knowledge (content knowledge area
• Work individually and cooperatively in teams on investigations and/or problem solutions.
• Have experience with activity-based learning consistent with current methods of teaching physics at high schools. This outcome will require collaboration between the physics and education faculty.
• Develop a historical perspective of the development of physics at the level presented in the introductory textbooks and be knowledgeable of current areas of research in physics. This outcome may require collaboration between the physics and education faculty.
• 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 the college’s core competencies.

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