Description
Students who complete this field endorsement are endorsed to teach English and direct curricular and co-curricular activities in composition/language, literature, speech, theatre, mass communication, journalism, and reading in grades 7 through 12.
General Information
The College offers undergraduate programs leading to a bachelor of science in education and human sciences degree in more than 40 different teaching endorsements. Some students in other Nebraska colleges choose to seek certification, completing a degree in their home college while meeting all requirements for teacher certification in the College of Education and Human Sciences.
Early field placement in public and private schools is a nationally recognized hallmark of the teacher education program in the College of Education and Human Sciences. While internships are a valuable enhancement to many students’ education, in the College of Education and Human Sciences, practicum experiences and student teaching are a critical and essential part of the teacher education curriculum and these must be successfully completed. A student’s inability to complete these field experiences, for any reason, may adversely impact the candidate’s ability to gain admission into the College or maintain enrollment in a teacher preparation program. Students unlikely or unable to complete the field experience may be counseled to seek other opportunities where success is more attainable. (See “Criminal History Background Check” and “Professional and Ethical Behavior” under the OTHER heading for additional information with respect to behaviors impacting field experience participation.)
Teacher education endorsements (or majors) are divided into field endorsements or single-subject endorsements. Field endorsements certify the candidate to teach a broader range of courses compared to single-subject endorsements, which certify the candidate to teach in one subject area only. Consequently, a teacher holding a field endorsement is typically more marketable than a teacher holding a single-subject endorsement.
Candidates may also elect to complete requirements for supplemental endorsements; these are additional endorsements that can be added to a field or single-subject endorsement but cannot be taken alone. Supplemental endorsements require additional credit hours beyond those needed for the first endorsement (field or single-subject). Teachers may increase their marketability by adding supplemental endorsements.
Students may also choose to complete requirements for two endorsements simultaneously. Completing a second endorsement will require additional credit hours beyond those required for the first endorsement. Often the completion of two endorsements requires more than 120 credit hours of course work and may require additional semesters of course work. Students may contact the College Student Services Center, 105 Henzlik Hall, or their advisor, for assistance in deciding whether to complete: field or single-subject endorsements, one or more supplemental endorsements, or multiple endorsements.
Admission
All education programs have a competitive admission process. At some point in time, after meeting specific education requirements, all students must formally apply to their particular education program.
Pre-Education Status
All newly admitted students who are pursuing a teacher preparation program are classified as pre-education students until admitted to a specific Teacher Education Program.
Admission to a Teacher Education Program (TEP)
Admission to the College of Education and Human Sciences does not guarantee admission into a teacher education program. Admission to the advanced phases of teacher education is selective and, in some endorsements, highly competitive. Students must satisfy the following requirements in order to be eligible to apply to the Teacher Education Program:
- A minimum 2.5 cumulative GPA.
- Must have earned a minimum of 42 credit hours of college credit.
- Completion and submission of the Teacher Education Program Application Form.
- Completion of TEAC 331 School and Society and EDPS 251 Fundamentals of Adolescent Development for Education or an approved transfer course, (must be taken prior to or be in progress, the semester in which you apply to the TEP) with a 2.5 cumulative average in the two classes, and no grade lower than C; TEAC 259 Instructional Technology (must also be taken prior to or be in progress, the semester in which you apply to the TEP).
- Documentation of proficiency in reading, writing, and mathematics through successful completion of the Core Academic Skills Examination, for educators, as the basic skills examination that meets the Nebraska Department of Education competency requirement.
- Completion of one course in communication studies selected from COMM 101 Communication in the 21st Century, COMM 209 Public Speaking, COMM 210 Communicating in Small Groups, COMM 283 Interpersonal Communication, COMM 286 Business and Professional Communication, or approved substitute.
- Faculty recommendations.
- Completion of a formal criminal history review, for CEHS, by the vender approved by CEHS (fee required).
- Specific programs may have particular learning outcomes that students must address as part of the application process.
Admission to Student Teaching
All students who are candidates for an appropriately endorsed Nebraska Teacher’s Certificate are required to student teach. Students who plan to student teach in the fall semester must complete the student teaching application form and submit it by the preceding March 1 to the Director of Professional Experiences in 116 Henzlik Hall; students planning to student teach in the spring semester must apply by the preceding October 1. The basic program for student teaching provides for a full-day experience for an entire semester. Admission to student teaching requires the following:
- Matriculation in a teacher education program in the College of Education and Human Sciences, the Graduate College, or dual matriculation in the College of Education and Human Sciences and another college.
- Admission to a specific teacher education program.
- Senior standing (89 hours or more) with a minimum cumulative GPA of 2.75 on a 4.0 scale.
- Minimum grade point average of 2.5 in the endorsement area with no grade below C.
- A minimum grade point average of 2.5 in pre-professional and professional education courses and no grade below C in pre-professional education courses and no grade below a C+ in professional education courses.
- All endorsement, pre-professional and professional education course work must be completed prior to student teaching. If necessary, no more than 6 hours of general education (ACE) or elective classes can be completed after the student teaching experience.
- No additional course work can be taken during the student teaching semester unless prior approval is obtained from the Certification Officer, the Director of Professional Experiences, or the Department Chair that oversees the program.
- Completion of a second criminal history check that will be conducted, for CEHS, by the vender approved by CEHS (fee required). For more information, contact the Director of Professional Experiences or your advisor.
Praxis Subject Assessments (formerly Praxis II)
The Nebraska Department of Education (NDE) requires that all candidates pursuing a Nebraska teaching certificate, pass the content examination identified by the NDE for each field or subject area in which a student wishes to be endorsed. It is recommended that students complete all of their content courses before taking the appropriate exam and take the exam(s) no later than the semester preceding student teaching. A listing of the required exams can be found at: http://www.ets.org/praxis/ne/requirements. Exam registration is available at http://www.ets.org.
Other
Student Teaching Placement
The Office of Professional Experiences is responsible for the placement of student teachers. Several factors are considered in assigning student teachers to a specific district and school. These factors include the availability of a high quality cooperating teacher and supervisor who meet the requirements of the Nebraska Department of Education and the University of Nebraska–Lincoln. Opportunities to student teach out-of-state are limited. All requests to student teach outside of the immediate Lincoln area must be individually reviewed and approved by the Director of Professional Experiences.
Removal from Field & Clinical Placements
Students participating in practicum or student teaching assignments may be removed from their assigned schools if their conduct is unprofessional and/or threatens the well-being or learning of the students in the schools. Specific guidelines for professional behaviors required of all student teachers can be found in The Student Teaching Handbook located on the CEHS website. Removal from a placement may be requested by the cooperating teacher, the building principal, or the university supervisor. The student will be removed from the school placement by the Director of Professional Experiences. In such cases, a written report stating the problem and efforts to correct the situation will be forwarded to the Director of Professional Experiences.
Any student removed from a practicum or student teaching assignment may appeal that decision by submitting a written request to the CEHS Associate Dean for Academic Affairs within 30 days of the removal. The associate dean will convene an appeals committee, request pertinent information from the student and the Director of Professional Experiences, and notify the student several days in advance of the scheduled appeal meeting. Students are advised of their right to seek legal advice. The Committee’s decision will be forwarded in writing to the student, to the Director of Professional Experiences, and to the Dean of the College.
Application for a Nebraska Teaching Certificate
To actively engage in the teaching profession, a candidate must fulfill both the College degree requirements and the professional certification requirements of the State of Nebraska, Department of Education. Students apply for the teaching certificate online at www.education.ne.gov/tcert/ and apply for the baccalaureate degree online through MyRED at https://myred.nebraska.edu.
To be eligible for a recommendation for certification, a candidate must meet the following requirements:
- Earn one or more undergraduate degrees from the College of Education and Human Sciences or another accredited institution approved by the College of Education and Human Sciences with a minimum 2.75 grade point average.
- Complete the teacher education general education requirements listed for elementary, middle grades or secondary education.
- Complete professional education requirements according to established standards.
- Complete endorsement(s) according to established standards.
- Successfully complete a required period of student teaching.
- Complete application for the degree and certificate.
Graduation Without Certification
In rare cases, permission may be granted for a student to graduate without a recommendation for teacher certification (GWC). In order to qualify for GWC a student must have senior class standing and be within two semesters of student teaching. In addition the student:
- must be unable to qualify for student teaching based on grades or other performance-based issues, or
- be removed from student teaching, or
- because of illness or other unusual situations, decides not to complete or is unable to complete all of the professional requirements in a teacher education program.
If a student is unable to meet all of the requirements as described in the “Admission to Student Teaching” section, such as minimum course grade requirements for courses in the professional education sequence or in one’s content area, but still earns passing grades in those courses while maintaining the grade point average minimums, then the student may be eligible to GWC.
To apply for GWC, the student should contact his or her advisor, meet with the College’s Certification Officer, and then submit a formal request to the College’s Certification Officer to be allowed to graduate without completing all certification requirements. If permission is granted, the student is expected to complete all remaining content area and professional education requirements except student teaching. The requirements include passing grades in all remaining courses while maintaining the minimum grade point averages as specified in the “Admission to Student Teaching.” If a student begins student teaching but fails to complete at least one half of the assignment, the individual will be required to complete a culminating project not to exceed 6 credit hours. The student must still meet the ACE 10 general education requirement. Contact your advisor or the Certification Officer to make sure that this requirement is satisfied.
Any student who graduates without a recommendation for certification will not be recommended for teacher certification in any state. In addition, the student will not be eligible for graduation with honors. If, at some future time, the student wishes to complete certification requirements, (s)he must first appeal for readmission to a teacher education program. At least one semester must pass after graduation before the appeal can be made. If the appeal is granted, the student will be treated as a readmitted student and will complete all requirements in effect at the time of reentry, including passing grades in all methods courses.
Education Employment Services
The Career Services Center, 230 Nebraska Union, offers a professional placement service to students and alumni who are seeking employment in education and related fields. In addition to providing on-campus interviews with select schools throughout the year, this office sponsors an annual Education Recruitment Day in the spring, which offers students an opportunity to interview with hiring officials from many schools.
Criminal History Background Check Requirement
The College of Education and Human Sciences (CEHS) has the responsibility to ensure that all students who interact with children of all ages, served by schools or other public or private agencies meet a high level of personal, professional and ethical behavior. These CEHS students must complete an official criminal history background check through the CEHS vendor, prior to participating in a field experience or internship. Students are responsible for the cost of any required criminal history background check and will be required to complete one upon admission to a program and/or an initial field placement. Eighteen months after the initial background check has been completed, undergraduate students are required to complete the CEHS self-disclosure report, a self-report collected by the college. Graduate students will be required to complete the self-disclosure report at the same time as the initial background check is conducted and again eighteen months later. If more than three years have elapsed after the initial background check is conduced, CEHS students must complete an additional background check prior to participating in a field experience or internship. Students are responsible for the cost of additional background checks.
Students with felony or any misdemeanor charges or convictions, as reported on the background check, may be contacted by the College. Depending upon the frequency and severity of the charges and/or convictions, students may be required to meet with the Director of Professional Experiences. If any new charges or convictions are acquired after a background check has been completed, students are required to report those to the Director of Professional Experiences within two weeks after the event occurs. Failure to disclose any new information concerning one's criminal history can lead to removal from the program. Continued participation in school or community field experiences in the College will be based on the type and number of convictions, the recency of those occurrences, and whether they violate the requirements of the Nebraska Department of Education and/or the Nebraska Department of Health and Human Services. If the convictions are deemed to be serious in nature, a student may be prohibited from participating in a field experience in a pre-school, school or public agency setting. The student may then be referred to the department chair for further disciplinary action.
Professional and Ethical Behavior: Avoiding Risky Behaviors
Students planning to enter professions in education or the human sciences must be able to demonstrate that they are individuals of strong moral character who can make mature decisions for themselves and others. Therefore, the College of Education and Human Sciences requires that its students show a high degree of moral character and the ability to act in a responsible manner. Students must consider how the College, the profession, an employer, or the community perceive or evaluate the impact of any questionable behavior. Students' success in their profession is impaired by taking risks that are unacceptable for children, demonstrating a lack of professionalism and good judgment, and showing disregard for one's personal reputation or the integrity of the College.
The College of Education and Human Sciences reserves the right to evaluate student fitness for the profession and deny entry to or dismiss a student from any program if, through the reasonable exercise of the judgment of its Certification Officer or the Director of Professional Experiences, the College determines that the student's behavior represents a lack of integrity, questionable moral/ethical character, or represents risk to young persons. Such behaviors shall be adequate foundation to deny the student's participation in any practicum or field experience to protect the interests and safety of children. The consequences of unprofessional, unethical or risky behavior will depend upon the unique circumstances involved.
Appeal to the Dean
Should a student object to the determination made by the Certification Officer or the Director of Professional Experiences with respect to a criminal behavior or unprofessional behavior, the student may appeal to the Dean of the College, in writing, within ten days of the determination, requesting the Dean of the College to investigate and review the determination. The student's written appeal shall clearly explain the basis for the appeal. The Dean will review the student's basis for appeal and is authorized but not required to look into related concerns, whether or not sure concerns are contained in the student's written appeal. The Dean shall render a decision on the appeal as soon as reasonably possible, but in no case longer than 20 days following the initiation of the appeal. Once the Dean has completed the review and investigation, he or she shall deliver to the student and the Certification Officer or the Director of Professional Experiences a written decision, which shall be final and not subject to further appeal or review with the University of Nebraska.
College Requirements
College Admission
College Admission
Students accepted by the University must have an ACT of 20 or SAT of 950, or rank in the upper half of their high school graduating class, and have the following high school preparation to be eligible for guaranteed admission to the College of Education and Human Sciences:
- Four years of English that include intensive reading and writing experience;
- Two years of one foreign language;
- Four years of mathematics, that include Algebra I, II, geometry and one year that builds on a knowledge of algebra;
- Three years of natural sciences that include at least two years selected from biology, physics, chemistry, and earth science and one year of laboratory instruction;
- Three years of social studies, to include at least one year of American and/or world history and one year of history, American government, and/or geography.
Transfer and Readmitted Students
Transfer students from universities or colleges outside of the University of Nebraska–Lincoln, and readmitted students seeking admission to the College of Education and Human Sciences, must have an accumulated average of 2.0 on a 4.0 scale or above and no high school deficiencies. Students who do not meet these requirements must enroll as deciding students in the Exploratory and Pre-Professional Advising Center or in another college. Once they have completed 12 graded hours at Nebraska with a minimum 2.0 grade point average, and have removed any high school deficiencies, University of Nebraska–Lincoln students may apply for admission to the College.
Transfer and readmitted students must meet the graduation requirements for the College of Education and Human Sciences as stated in the current catalog in effect at the time they enter or reenter the College.
Students who left the College on probation, or who were dismissed, may seek readmission to the College after two semesters by applying to the university's Admissions Office. Readmission is not assured. However, the admissions committee is receptive to giving students a second opportunity to be successful. The committee is interested in knowing what the student has done in the intervening period that would suggest the student will be successful when readmitted. Successfully completing correspondence courses and/or community college courses is an effective way to demonstrate one’s commitment to academic success.
Transferring from Other Colleges within the University of Nebraska–Lincoln
Students transferring to the College of Education and Human Sciences from another University of Nebraska–Lincoln college or from the Exploratory and Pre-Professional Advising Center must have a minimum cumulative GPA of 2.0, be in good academic standing, and meet the freshman entrance requirements that exist at the time of their admission to the College of Education and Human Sciences. Students must fulfill degree requirements that exist at the time of their admission to the college, not at the time they enter the University of Nebraska–Lincoln.
To remain current, College of Education and Human Sciences students must enroll in, and complete, at least one university course that will apply toward degree requirements during a 12 month period. Students who readmit following an absence of one year or more must meet all requirements in the Undergraduate Catalog in effect at the time of readmission and enrollment. Students who transfer to another University of Nebraska–Lincoln college and later return to the College of Education and Human Sciences will be considered readmitted students. Students who transfer out of a teacher education program, but who continue their certification program while seeking a degree in another University of Nebraska–Lincoln college, are exempt from this policy.
International Students
The College of Education and Human Sciences welcomes undergraduate international students. As a part of admission to the College, international students must present a TOEFL score of 550 or higher and TSE score of 230 or higher.
Students seeking teacher education and state certification must meet the same requirements as any other undergraduate students, including the CORE examination or other basic skills test approved by the Nebraska Department of Education. Students who have received a degree outside of the United States and are interested in teacher certification are required to have a transcript review completed by an approved agency not directly associated with the University of Nebraska. For more information, please contact the Student Services Center.
Removal of Deficiencies
Students admitted to the University with core deficiencies are expected to remove those deficiencies in a timely manner. Students with deficiencies are not eligible for graduation. The courses that students use to clear core deficiencies may also be used to meet ACE requirements or other graduation requirements. The Dean of the College of Education and Human Sciences will make the final decision concerning any problems or questions that may arise in satisfying requirements to remove deficiencies.
College Degree Requirements
Grade Rules
Minimum Grade Requirements
Grade requirements vary from major to major. Please see the appropriate major listing or check with your advisor regarding minimum grade requirements.
Pass/No Pass Option
CEHS students are allowed to take up to 12 hours of Pass/No Pass (P/N) credit. The college departments vary on P/N policies. Students should check with their advisor to be certain they qualify for the Pass/No Pass option.
Grade Appeals
Any student enrolled in a course in the College of Education and Human Sciences who wishes to appeal alleged unfair and prejudicial treatment by a faculty member shall present his/her appeal in writing to the Dean’s Office no later than 30 days after notice of the student’s final course grade has been mailed from campus.
Students may use and are encouraged to use the following sequential procedures to appeal the grade. The problem may be solved at any of the levels of the appeal procedure.
- Contact the instructor. Frequently the problems can be solved at this point.
- Submit a request to the chair of the department.
- Take the case to the departmental Grading Appeals Committee. The Committee is contacted by the department chair.
- Take the case to the College Appeals, Retention and Certification Committee by contacting the Dean’s Office.
The complaint will be forwarded to a committee consisting of faculty and student representatives. After a hearing, the Committee will make a written recommendation regarding the appeal. The Committee’s recommendation is binding on the appealing student and faculty member.
Transfer Credit Rules
Acceptance of Transfer Grades
- Grades earned at the University of Nebraska–Lincoln, UNO, UNK
- Grades of D-, D, D+, and C- satisfy requirements in all programs in the College unless specified otherwise. Students who receive a grade of D-, D, D+, C-, however, are encouraged to retake the course.
- Grades earned outside the University of Nebraska system
The college will accept no more than 9 credit hours of grades less than a C from any program outside the University of Nebraska system. Grades below a C can only be applied to general education requirements and elective classes.
Maximum Number of Hours for Transfer
Transfer courses are evaluated by the University and by the College to determine University of Nebraska–Lincoln and College course equivalencies. The College determines which courses will be accepted and how they will apply toward degree requirements. Sixty (60) is the maximum number of hours that will be accepted on transfer from a two-year college. Ninety (90) is the maximum number of hours that will be accepted on transfer from accredited four-year colleges and universities.
Courses taken 10 years before admission or readmission to the College will be evaluated by the major department to determine if it is appropriate to accept those courses for transfer credit and for application to degree requirements. Specific courses will be reviewed in keeping with the guidelines specified by each department.
Transfer Credit from Technical, Non-Accredited and Foreign Institutions
Students who desire to transfer from these institutions must have each course evaluated by the appropriate departmental representative. All rules stated above in reference to grades and maximum credit hours apply. For additional information and guidance in this process contact the Dean’s Office.
Transfer Agreements with UNO and UNK
Transfer agreements between the three institutions within the University System allow for a smooth transition for students interested in taking courses from UNO, UNK, and/or the University of Nebraska–Lincoln. Although restrictions noted above on grades and maximum transfer hours still apply, there are some exceptions. For purposes of residency, courses from UNO and UNK fulfill these requirements. Students planning to major in a program in the college should read the specific requirements noted with individual programs. Questions about academic transfer should be addressed to the Advising Office.
Transfer Agreements with Community Colleges
Articulation agreements and “Transfer with Ease Programs” with Nebraska community colleges indicate how courses and programs will transfer to the University of Nebraska–Lincoln and the College of Education and Human Sciences. The same guidelines noted above on the acceptance of courses, grades, and hours also apply to these institutions. Students interested in transferring from a community college should consult with their school or the Student Services Center to determine which courses will transfer to fulfill specific College of Education and Human Sciences requirements.
Courses from accredited two-year institutions will generally not be substituted for 400-level human sciences classes in the College. The 300-level courses will be considered on an individual basis by the respective departments in the College of Education and Human Sciences.
Courses taken prior to course articulation agreements will be accepted contingent upon departmental validation of the credit.
Residency Rules
Students must earn a minimum of 120 credit hours to earn a degree.
All students are expected to complete at least 30 of their final 36 hours of credit at the University of Nebraska–Lincoln.
Degree Application Process
Graduation Requirements
Students are expected to develop a clear understanding of degree requirements and to plan their course of study with a College advisor. Students requiring clarification of outstanding degree requirements should visit with a College advisor promptly.
Students should access their Degree Audit via MyRed at least once each term to review degree requirements and progress toward graduation. It is the student’s responsibility to make sure their Degree Audit accurately reflects their current College and program of study.
Students who believe their Degree Audit has errors or omissions should visit with a College advisor promptly. It is important that you resolve these matters as soon as practicable to avoid a delay in graduation.
Each student with MyRED access must submit an online Application for Graduation via MyRED for each degree to be received by:
- The last Friday in January for May graduation
- The last Friday in June for August graduation
- The last Friday in September for December graduation
Students submitting an electronic Application for Graduation via MyRed will be billed a $25.00 per degree fee on their student account. Those students without MyRED access may apply for graduation in person at Graduation Services, 109 Canfield Administration Building or by mail. Applications for Graduation submitted in person or by mail must be accompanied by a check or money order in the amount of $25.00 payable to the University of Nebraska–Lincoln. Failure to submit a timely Application for Graduation may preclude the awarding of a degree in the intended term.
Your Application for Graduation and required $25.00 fee are good only for the term marked on your application. Neither your application nor your fee, are transferrable to another term. If you submit an Application for Graduation and pay the $25.00 fee for a specified term but do not complete your degree requirements in that term, you will need to reapply to graduate in a future term and incur another $25.00 fee.
Commencement ceremony information will be emailed to all degree applicants approximately one month before graduation. Each student who has applied for graduation must submit an online Commencement Attendance Form via MyRED, which will be available when the informational email is distributed.
Only those students who have applied for graduation, had the application accepted, and fulfilled all degree requirements as of the last day of the academic term may participate in the commencement ceremony for that term. Because the University of Nebraska–Lincoln has a commencement for each term, ceremony participation is allowed only in the term during which the student has properly and timely applied for graduation and fulfilled degree requirements.
Catalog Rule
Students are responsible for following the rules, policies and requirements found in the University of Nebraska–Lincoln Undergraduate Catalog for the academic year in which they were last admitted to a program in the College of Education and Human Sciences. Students must complete all program requirements from a single catalog year. In consultation with their advisor, a student may choose to move to and follow a subsequent catalog if it is in their best interest.
Learning Outcomes
Majors in English language arts education (7-12) will be able to:
- Make content knowledge accessible to students.
- Create, implement and assess instructional and curricular goals.
- Create and maintain a respectful and productive classroom learning environment.
- Integrate technology to enhance learning.
- Deliver instruction that is considerate of student development, diversity, and special needs.
- Design and implement instructional units using backwards design; integrate sound, student-centered pedagogies in their practicum and student teaching placements; prioritize the promotion of critical thinking in their own and in their students’ learning; and understand the ways in which social theories of learning translate to practice.
- Apply theory and research in literacy to reading, writing, speaking and listening classroom practice.
Major Requirements
Endorsement Requirements
Eighty percent (80%) of these endorsement requirements must be completed prior to enrolling in your first professional methods course.
| Code | Title | Credit Hours |
|---|---|---|
| ACE Requirements | ||
| ACE 1. | ||
| ENGL 150 | Writing and Inquiry | 3 |
| or ENGL 151 | Writing and Argument | |
| ACE 2. | ||
| TEAC 259 | Instructional Technology (Pre-Professional Education Requirement) | 3 |
| ACE 3. | ||
| Select one of the following: | 3-5 | |
| Applied Calculus | ||
| Calculus I | ||
| Introduction to Statistics | ||
| Statistical Methods | ||
| ACE 4. | 3 | |
| ACE 5. British Literature (Endorsement Requirement) | 3 | |
| ACE 6. | ||
| EDPS 251 | Fundamentals of Adolescent Development for Education (Pre-Professional Education Requirement) | 3 |
| ACE 7. | 3 | |
| ACE 8. | ||
| TEAC 331 | School and Society (Pre-Professional Education Requirement) | 3 |
| ACE 9. | ||
| TEAC 330 | Multicultural Education (Pre-Professional Education Requirement) | 3 |
| ACE 10. | ||
| TEAC 403B | Secondary Student Teaching Seminar (Professional Education Requirement) | 3 |
| Credit Hours Subtotal: | 32 | |
| Pre-Professional Education Requirements 1 | ||
| EDPS 297 | Professional Practicum Experiences II | 1 |
| TEAC 259 | Instructional Technology | 3 |
| Credit Hours Subtotal: | 4 | |
| Language Arts 7-12 Endorsement Requirements 1 | ||
| COMM 210 | Communicating in Small Groups | 3 |
| COMM 212 | Debate | 3 |
| Select one of the following: | 3 | |
| Introduction to Fiction Writing | ||
| Introduction to Poetry Writing | ||
| Writing and Communities | ||
| Intermediate Fiction Writing | ||
| Intermediate Poetry Writing | ||
| Writing: Uses of Literacy | ||
| ENGL 357 | Composition Theory and Practice | 3 |
| ENGL 377 | Reading Theory and Practice | 3 |
| Select one of the following: | 3 | |
| Linguistics and Society | ||
| Digital Archives and Editions | ||
| Second Language Acquisition | ||
| Linguistics for Language Teachers | ||
| ENGL (American Literature) | 3 | |
| ENGL (Non-traditional Cultural Perspective) | 3 | |
| JOMC 101 | Principles of Mass Media | 3 |
| JOUR 202 | Reporting I | 3 |
| JOUR 467 | School Publications | 3 |
| TEAC 411 | Reading Processes and Practices | 3 |
| or TEAC 441 | Content Area Reading, Grades 4-12 | |
| TEAC 438 | Linguistics for the Classroom School Teacher | 3 |
| TEAC 439 | Literature for Adolescents | 3 |
| THEA 114 | Basic Acting Techniques I | 3 |
| THEA 201 | Technical Theatre Practice | 3 |
| THEA 202 | Play Direction I | 3 |
| Credit Hours Subtotal: | 51 | |
| Professional Education Requirements 2 | ||
| TEAC 413M | Teaching Multilingual Learners in Content Areas | 3 |
| TEAC 451N | Learning and Teaching Principles and Practices: Secondary Language Arts | 3 |
| TEAC 452N | Curriculum Principles and Practices Secondary Language | 3 |
| TEAC 397N | Professional Practicum Experience III Secondary Language Arts | 3 |
| SPED 401B | Accommodating Exceptional Learners in the Secondary School Classroom | 3 |
| TEAC 497N | Student Teaching: Secondary Language Arts | 9 |
| Credit Hours Subtotal: | 24 | |
| Electives | ||
| Select 6-9 hours of Electives | 6-9 | |
| Credit Hours Subtotal: | 9 | |
| Total Credit Hours | 120 | |
| 1 | No grade lower than a C. |
| 2 | No grade lower than a C+. |
ACE Requirements
All Nebraska students will be required to complete a minimum of 3 hours of approved course work in each of the 10 designated Achievement Centered Education (ACE) student learning outcome areas. These can be viewed at http://ace.unl.edu. Students will be provided a list of classes they can select from to meet each of the 10 ACE Student Learning Outcomes (SLO). There may be required courses within an education endorsement program that will also satisfy ACE requirements. Therefore, it is highly recommended that students contact their advisor prior to registering for ACE classes in order to insure that each of the class selections are in the best interest of the students’ academic program.
Additional Major/Endorsement Requirements
Grade Requirements in Education Programs
Requirements for completion of an undergraduate degree in a teacher preparation program include a minimum cumulative grade point average (GPA) of 2.75. Students seeking certification must also have a 2.5 GPA in their endorsement and education courses with no grade lower than a C in their pre-professional courses and no grade lower than a C+ in their professional education courses.
Transfer Grades
Up to 9 hours of transfer credit with grades below C may be applied to the General Education requirements and elective classes in programs leading to the undergraduate degree in teacher preparation. Transfer grades of C- and D may not be used in the major/endorsement area courses or in the professional courses in teacher preparation programs.
Pass/No Pass Grade Option–for Education Students
A student enrolled at the University may, in certain instances, take a grading option of Pass/No Pass (P/N) for a specific course. A grade of pass represents satisfactory completion of a course with a grade of C or better. Credits earned under the pass grade option count toward graduation, but no grade points are tabulated in the cumulative grade point average. Likewise, a grade of No Pass is not tabulated in the grade point average. The following rules apply to students who are enrolled in teacher preparation programs who choose the Pass/No Pass option:
- Only one course in each subject endorsement may be taken P/N; two courses in a field endorsement may be taken P/N.
- Pre-professional and professional education classes may not be taken P/N unless a class already has a P/N designation.
- Any course in the general education requirements unless otherwise stipulated by the department of the course may be taken P/N.
- Total P/N credits may not exceed 12 credit hours. This limit does not include courses offered on a P/N only basis.
Students who are admitted through the Admission by Review process with core course deficiencies will have certain conditions attached to their enrollment at UNL.
Beyond Classroom Grades
In all fields of study, students are expected to attain certain grades and other academic accomplishments in the classroom. In addition to this, students preparing themselves to be teachers, counselors and for other careers in education, are also reviewed to evaluate their ability to successfully and safely interact with children, parents, potential educational employers, and the community-at-large, whose interest in the education of its children often exceeds its concern for other community and governmental services.
Prerequisites: First semester international freshman or transfer student
Description: United States education and culture in the context of globalization and intercultural communication with emphasis on tools for academic achievement.
Description: Understanding and applying individual strengths, interests, values and personality type, as they apply to an individual's choosing a college major(s) and career option(s). Active participation in self-assessment activities, exploration of majors/careers, experiential activities, utilization of the decision-making process and conducting occupational research as considered through several career development theories.
Prerequisites: Good standing in the University Honors Program or by invitation.
Description: Ideas from cognitive psychology, educational psychology, and various other disciplines (i.e., art, music, and chess) presented to help students understand learning and talent development, improve academic learning skills, and improve personal talents.
Description: Comprehensive examination of learning theory and practice of learning strategies related to motivation, time management, memory, lecture note taking, text processing, knowledge representation, test review, test taking, and error analysis in academic settings.
Description: Fundamental concepts and principles of human development with reference to cognitive and social/emotional development from infancy to early adolescence. Biosocial forces which affect behavior and development in children in relation to educational practice.
This course is a prerequisite for: EDPS 362
Description: Fundamental concepts and principles of human development with reference to cognitive and social/emotional development from late childhood to early adulthood. Biosocial forces which affect behavior and development in adolescents as they relate to educational practice.
This course is a prerequisite for: EDPS 457
Description: Guided participation in schools/agencies offering programs for youth. Participating students are provided with introductory experiences working with youth in educational contexts, opportunities for one-on-one instruction and support, and prepared for subsequent advanced practicum experiences. Placements range from after-school academic programs to middle school and high school classrooms. Recommended concurrent enrollment with EDPS 251. EDPS 297 assignments assume knowledge of content from EDPS 251 or equivalent course.
This course is a prerequisite for: SPED 454
Description: Introduction to positive psychology. Learn to identify personal strengths and assets that lead to flourishing as human beings; Explore major topics of positive psychology that lead to happiness and well-being.
Description: Procedures for describing data. Concepts related to selecting psychomotor tests; constructing and evaluating cognitive paper and pencil examinations; utilizing computer technology in delivering, collecting, and evaluating information.
Description: This course provides elementary education majors with training in theories and research-based practice in learning, motivation, and assessment that supports teaching and learning within diverse elementary educational settings. Topics include human cognition, theories of motivation, classroom management, and classroom-based assessment.
Prerequisites: Admission to Teacher Education Program.
Description: Guided observations and/or clinical experiences in schools and/or agencies offering programs for children and/or youth.
Description: This course will provide secondary education majors with training in theories and research-based practice in learning, motivation, and assessment that supports teaching and learning within diverse secondary educational settings. Topics include human cognition, theories of motivation, classroom management, and classroom-based assessment generally and as applied to specific secondary education content areas.
Description: Computation and interpretation of measures of central position, variability, and correlation; introduction to sampling, probability, and tests of significance.
This course is a prerequisite for: ABUS 341, MRKT 341; ASCI 330; BLAW 371; BLAW 371H; EDAD 892, EDPS 892, EDUC 892, SPED 892, TEAC 892, CYAF 892; EDPS 470, EDPS 870; EDPS 860; EDPS 936; EDPS 941, SRAM 941; EDPS 942, SRAM 942; EDPS 969; FINA 361; FINA 361H; MNGT 301; MNGT 301H; MRKT 821; MUED 980; NUTR 486, NUTR 886; SCMA 331; SCMA 335; SCMA 350; SCMA 350H; SCMA 350L
Description: Research methods and findings, concepts, and principles of operant conditioning as related to the experimental analysis of human behavioral events and to the development of behavior engineering technologies.
This course is a prerequisite for: EDPS 952
Description: Basic practices and related research in counseling and helping practices in educational or other youth-serving agencies.
Description: Basic practices and related research in counseling and helping practices in educational or other youth-serving agencies.
Description: Basic practices and related research in counseling and helping practices in educational or other youth-serving agencies.
Description: Basic practices and related research in counseling and helping practices in educational or other youth-serving agencies.
Description: Basic practices and related research in counseling and helping practices in educational or other youth-serving agencies.
Description: Investigation of the genesis, course, classification, and treatment of function and organic pathologies found in children and adolescents.
Prerequisites: EDPS 459/859 or equivalent.
Description: Introduction to the construction, evaluation, and ethical use of measurement instruments commonly used in education and psychology. Test construction principles, item analysis, reliability, validity, ethical issues in testing, and evaluation of standardized tests.
Prerequisites: Junior standing
Open to advanced students planning careers in the professions in which knowledge of human behavior and society is important (e.g., helping professions, medicine, law, ministry, education, etc.).
Description: Interdisciplinary approach to the study of human sexuality in terms of the psychological, social, cultural, anthropological, legal, historical, and physical characteristics of individual sexuality and sex in society.
Prerequisites: Junior standing and permission.
Topical seminar required for all Latin American Studies majors.
Description: An interdisciplinary analysis of topical issues in Latin American Studies.
Prerequisites: Permission.
Prerequisites: Permission.
Prerequisites: Permission.
Description: Seminar on current issues or topics in educational psychology. Topics vary.
Prerequisites: Good standing in the University Honors Program or by invitation.
Description: Conduct a scholarly research project and write a University Honors Program or undergraduate thesis.
Prerequisites: Restricted to secondary teacher education majors
Description: Designed to introduce critical issues, responsibilities, roles, and identities to secondary education majors through school site visits, lectures, and inquiry into what it means to be a secondary school teacher.
Description: Guided participation in schools and/or selected agencies offering programs for children/youth.
Description: Guided participation in schools and/or selected agencies offering programs for children/youth.
Description: Certification, employment potential, terminology, publications, resources, and introduction to the trends, philosophies, methods, and approaches to contemporary industrial education programs.
TEAC 213 is a required, introductory, pre-professional course for teaching endorsement in English as a Second Language.
Description: Introduction to research in education about migratory, displaced, immigrant, and refugee populations in the United States and elsewhere in the world; Examination of the intersection of migration, education, family, youth cultures, language use, pedagogy, literacies, policy, and transnationalism as key concepts for the `glocal¿ activities in which human beings participate in everyday life.
Description: Development of strategies for using various application software packages in Career and Technical Education classrooms.
Description: Development of understanding related to theories and applications of technology use in K12 classrooms and Speech Language Pathology settings. Guided learning experiences, professional learning networks, human centered design, learning theory, web and mobile applications, portfolios, and education technology at the intersection of race, gender, and class.
Prerequisites: Acceptance into the Teacher Elementary Education Program.
Recommended parallel with TEAC 397A.
Description: Practicum in Instructional Technology is a course aimed at supporting pre-service teachers in their efforts to integrate computers, mobile devices, multimedia, and other technological tools to enhance the teaching and learning process.
An accompanying seminar is included where the professional role of the teacher is discussed.
Description: Guided participation/observation in schools/agencies offering programs for children/youth. An accompanying seminar is included where the professional role of the teacher is discussed.
Prerequisites: Acceptance to the Elementary Education Program. Parrallel with TEAC 297B, 308, 317, and Math 300.
Description: This practicum accompanies TEAC 317, Teaching English Language Learners in Elementary Schools and is an introduction to teaching ESL in elementary classrooms. It is fifteen hours of observation and participation in classrooms that enroll English language learners. These classrooms may be general education classrooms and/or self-contained (English as a second language) classrooms as site assignments dictate.
Description: Guided participation/observation in schools/agencies offering programs for children/youth.
An accompanying seminar is included where the professional role of the teacher is discussed.
Description: Guided participation/observation in schools/agencies offering programs for children/youth.
Description: Guided participation/observation in schools/agencies offering programs for children/youth.
Description: Guided participation/observation in schools/agencies offering programs for children/youth.
Description: Guided participation/observation in schools/agencies offering programs for children/youth.
Description: Guided participation/observation in schools/agencies offering programs for children/youth.
Description: Guided participation/observation in schools/agencies offering programs for children/youth.
Description: Guided participation/observation in schools/agencies offering programs for children/youth.
Description: Guided participation/observation in schools/agencies offering programs for children/youth.
Description: Guided participation/observation in schools/agencies offering programs for children/youth.
Prerequisites: Admission to the Elementary Teacher Education Program or the Inclusive Education Program.
Description: Reading in the broad field of children's literature. Survey of various genres; kinds of books; authors, poets, illustrators; historical development; contemporary topics and trends. Principles and practices in selection and adaptation of literature to the needs of the child. Presentation and instructional methodology.
Prerequisites: Admission to the Elementary Teacher Education Program or the Inclusive Education Program
Description: Exploration and experiences with the arts. Supporting ways to include and promote the arts within the curriculum of the elementary school.
Prerequisites: Admission to Elementary Teacher Education Program.
Description: The guidance of art through the elementary school in accordance with the growth and development of the child. Objectives, materials, and methods for meaningful teaching of art.
Prerequisites: Admission to the Elementary Teacher Education Program; 6 hrs social sciences; TEAC 297B
Description: The role, content, materials, and trends of social studies in childhood education; selection and use of learning experiences; development of lesson plans and/or teaching unit.
Prerequisites: Admission to the Elementary Teacher Education Program; two courses in science; TEAC 297B
Description: Role, trends, content, and materials of science in childhood education. Development of science experiences for use with children.
Prerequisites: Admission to a Teacher Education Program
Letter grade only
Description: Pedagogical, linguistic, and cultural issues in the education of multilingual learners in elementary school classrooms.
This course is a prerequisite for: TEAC 297E
Description: Integrating instructional multi-media applications into Career and Technical Education courses.
Prerequisites: Sophomore standing.
Description: Role of minority group status in American society. Ethnic minority group cultures, the existence of subcultures within the mainstream of society, women in the social setting, and their relationship to the American education process. Analytic methods of study.
Prerequisites: Sophomore standing.
Description: Questions of educational purpose and the complex relationship between school and society. Brings disciplinary resources to bear for developing interpretive, normative, and critical perspectives on education, inside and outside of schools.
This course is a prerequisite for: MUED 282
Description: Questions of educational purpose and the complex relationship between school and society. Brings disciplinary resources to bear for developing interpretive, normative, and critical perspectives on education, inside and outside of schools.
This course is a prerequisite for: MUED 282
Prerequisites: Permission.
Description: Active involvement with the philosophy, duties and demands of middle level education. Discussions and readings relating to the professional role of middle level educators in a seminar setting.
Recommended parallel with TEAC 297A.
Description: Organizing the learning environment in a culturally and socially responsive classroom. Theory and practice of creating a cooperative community that fosters both social and academic development. Theoretical perspectives are linked to actual classroom experience.
Description: The integration of elementary subjects through movement activities and the understanding of healthy concepts. Social skills, health, and mental revitalization for improved academic performance.
Prerequisites: Admission to Teacher Education Program.
Description: Guided observations and/or clinical experiences in schools and/or agencies offering programs for children and/or youth.
Prerequisites: Admission to Teacher Education Program.
Description: Guided observations and/or clinical experiences in schools and/or agencies offering programs for children and/or youth.
Prerequisites: Admission to Teacher Education Program.
Description: Guided observations and/or clinical experiences in schools and/or agencies offering programs for children and/or youth.
Prerequisites: Admission to Teacher Education Program.
Description: Guided observations and/or clinical experiences in schools and/or agencies offering programs for children and/or youth.
Prerequisites: Admission to Teacher Education Program.
Description: Guided observations and/or clinical experiences in schools and/or agencies offering programs for children and/or youth.
Prerequisites: Admission to Teacher Education Program.
Description: Guided observations and/or clinical experiences in schools and/or agencies offering programs for children and/or youth.
Prerequisites: Admission to Teacher Education Program.
Description: Guided observations and/or clinical experiences in schools and/or agencies offering programs for children and/or youth.
Prerequisites: Admission to Teacher Education Program.
Description: Guided observations and/or clinical experiences in schools and/or agencies offering programs for children and/or youth.
Prerequisites: Admission to Teacher Education Program.
Description: Guided observations and/or clinical experiences in schools and/or agencies offering programs for children and/or youth.
Prerequisites: Admission to Teacher Education Program.
An accompanying seminar is included where the professional role of the teacher is discussed.
Description: Guided observations and/or clinical experiences in schools and/or agencies offering programs for children and/or youth.
Prerequisites: Admission to Teacher Education Program.
Description: Guided observations and/or clinical experiences in schools and/or agencies offering programs for children and/or youth.
Prerequisites: Admission to Teacher Education Program.
Description: Guided observations and/or clinical experiences in schools and/or agencies offering programs for children and/or youth.
Prerequisites: Admission to Teacher Education Program.
Description: Guided observations and/or clinical experiences in schools and/or agencies offering programs for children and/or youth.
Prerequisites: Prior arrangement with and permission of individual faculty member.
Description: Special research project or reading program under the direction of a staff member in the department.
Prerequisites: TEAC 302 and successful completion of student teaching or permission.
Description: Contempoary literature for children, all forms and genres; development of meaningful and creative learning activities for children; professional readings and research related to children's literature.
Prerequisites: Parallel TEAC 497A (student teaching).
Description: Analysis of the school programs. Education and curriculum, teacher certification, teach and student rights and responsibilities, proper conduct of teachers, selected legal aspects of education, method of communicating with parents and community members, and current issues which impact education.
Prerequisites: Parallel TEAC 497A
Three seminars required per semester. Capstone seminar for the elementary education program. The capstone course will accompany the student teaching experience. This reflective study will be presented to peers and faculty in a conference format at the last seminar meeting. This conference format is intended to serve as a step in the transition from student to professional.
Description: Examine and reflect on a theme with evidence from pre-service development and examine this topic through the entire length of coursework and field experiences.
Prerequisites: Must be admitted approved to student teach (enroll in TEAC 497)
Course numbers and call numbers can be obtained from the appropriate subject matter adviser in the College Student Services Center.
Description: The capstone course will consist of seminar sessions requiring broad knowledge of teaching by addressing salient issues that complement the pre-service teaching experience, Blackboard discussions, major writing assignments, and a scholarly presentation. Examine and reflect on the themes outlined in the TLTE 14 Dimensions of Teaching. Reflect on evidence from the whole pre-service development and examine it through the entire length of coursework and field experiences.
Description: Analysis of the school programs. Education and curriculum, teacher certification, teach and student rights and responsibilities, proper conduct of teachers, selected legal aspects of education, method of communicating with parents and community members, and current issues which impact education.
Description: Analysis of the school programs. Education and curriculum, teacher certification, teach and student rights and responsibilities, proper conduct of teachers, selected legal aspects of education, method of communicating with parents and community members, and current issues which impact education.
Description: Analysis of the school programs. Education and curriculum, teacher certification, teach and student rights and responsibilities, proper conduct of teachers, selected legal aspects of education, method of communicating with parents and community members, and current issues which impact education.
Description: Analysis of the school programs. Education and curriculum, teacher certification, teach and student rights and responsibilities, proper conduct of teachers, selected legal aspects of education, method of communicating with parents and community members, and current issues which impact education.
Description: Analysis of the school programs. Education and curriculum, teacher certification, teach and student rights and responsibilities, proper conduct of teachers, selected legal aspects of education, method of communicating with parents and community members, and current issues which impact education.
Description: Analysis of the school programs. Education and curriculum, teacher certification, teach and student rights and responsibilities, proper conduct of teachers, selected legal aspects of education, method of communicating with parents and community members, and current issues which impact education.
Description: Analysis of the school programs. Education and curriculum, teacher certification, teach and student rights and responsibilities, proper conduct of teachers, selected legal aspects of education, method of communicating with parents and community members, and current issues which impact education.
Prerequisites: 12 hrs education including TEAC 306 or equivalent; teaching experience or student teaching.
Description: Techniques, plans, and procedures for improving instruction in elementary school art. Current practices, issues, and trends; evaluation of instructional materials.
Description: Techniques, plans, and procedures for improving instruction in mathematics. Analysis of current instructional and supervisory practices. Evaluation of research and instructional materials.
Description: Techniques, plans, and procedures for improving instruction in mathematics. Analysis of current instructional and supervisory practices. Evaluation of research and instructional materials.
Description: Techniques, plans, and procedures for improving instruction in mathematics. Analysis of current instructional and supervisory practices. Evaluation of research and instructional materials.
Description: Techniques, plans, and procedures for improving instruction in mathematics. Analysis of current instructional and supervisory practices. Evaluation of research and instructional materials.
Description: Techniques, plans, and procedures for improving instruction in mathematics. Analysis of current instructional and supervisory practices. Evaluation of research and instructional materials.
Description: Recent developments in education of children and their bearing on the selection and guidance of appropriate activities and materials for the kindergarten. Related functions of home, school, and other educational agencies.
Description: Overview of reading processes and programs with attention to strategies for comprehension and word identification, approaches, and materials. A. Teaching Reading B. Special Topics in Reading C. Response to Intervention - Reading
Description: Overview of reading processes and programs with attention to strategies for comprehension and word identification, approaches, and materials.
Description: Overview of reading processes and programs with attention to strategies for comprehension and word identification, approaches, and materials.
Description: Overview of reading processes and programs with attention to strategies for comprehension and word identification, approaches, and materials.
Prerequisites: 12 hrs education including TEAC 315 or permission; teaching experience or student teaching
Description: Techniques, plans, and procedures for improving instruction in elementary school science. Current practices, issues, and trends; evaluation of instructional materials.
Description: Preparation for teaching K-12 learners whose language of nurture is not English.
Description: Theoretical exploration of how second / additional languages are learned.
Description: Preparation for teaching K-12 learners whose language of nurture is not English
Description: Preparation for teaching K-12 learners whose language of nurture is not English
Description: Individual or group study of specific and timely topics in the teaching of English to speakers of other languages (TESOL)
Description: An introduction to basic concepts in linguistics such as phonetics, phonology, morphology, syntax, semantics, neurolinguistics, discourse analysis and language variation. Designed for teachers (or future teachers) of English as an additional language, but also for world language teachers, classroom activities feature identifying theoretical underpinnings of practical language issues and connect them to questions language learners will have.
TEAC 413M/813M is required for English Language Learner (ELL) certification.
Description: Theory and pedagogy in the teaching of multilingual learners at all levels of K-12 education. Identify and design linguistically and culturally responsive instruction for multilingual learners in the content areas (e.g. language arts, science, mathematics, social sciences)
Description: Methodologies for teaching English to speakers of other languages (TESOL) in domestic and international settings.
Prerequisites: Admission to the Inclusive Early Childhood Teacher Education Program; 374, and 374L.
Description: The creation and practice of developmentally appropriate instruction in curricular areas for K to 3rd grades. Role of the teacher and/or facilitator in relationship to the primary curriculum and learning environment.
Prerequisites: Parallel TEAC 397D.
Description: The creation and practice of developmentally appropriate instruction in curricular areas for K to 3rd grades. Role of the teacher and/or facilitator in relationship to the primary curriculum and learning environment.
Prerequisites: Parallel TEAC 397D.
Description: The creation and practice of developmentally appropriate instruction in curricular areas for K to 3rd grades. Role of the teacher and/or facilitator in relationship to the primary curriculum and learning environment.
Prerequisites: Parallel TEAC 397D.
Description: The creation and practice of developmentally appropriate instruction in curricular areas for K to 3rd grades. Role of the teacher and/or facilitator in relationship to the primary curriculum and learning environment.
This course is a prerequisite for: MATH 300
Description: Learning and teaching of writing with consideration given to developmental factors of children and adolescents.
Description: Theory, research and practice of most recent foreign language models and strategies.
Description: Foundation and scope of current and projected vocational cooperative education programs and general education work experience. Coordination techniques, selection and placement, instructional procedures, youth leadership activities, organization and administration, and evaluation of cooperative occupational education.
Prerequisites: COMM 101
Description: Advanced introductory course in instructional communication, focusing on understanding variables associated with the communication process in instructional settings and managing instructional communication more effectively. Provides an experimental and a cognitive understanding of the role of communication in the instructional process.
Description: Fundamental ideas and skills that students can use to begin to form personal philosophical perspectives on education that can be justified intellectually, practically, and ethically. Using case studies of realistic school situations and the theoretical work of a range of writers in education, students explore conceptions of teaching, learning, curriculum, and the relationship between school and society.
Description: Social and cultural analyses of curriculum, teaching, and education policy from disciplinary perspectives.
Description: Social and cultural analyses of curriculum, teaching, and education policy from disciplinary perspectives.
Description: Social and cultural analyses of curriculum, teaching, and education policy from disciplinary perspectives.
Description: History and development of America's colleges and universities and a study of some recent trends and problems in higher education.
Description: Foundations, trends, and problems of selected national systems of education as seen in cultural perspective.
Description: Comparative Education investigates origins, goals, organization, challenges, and accomplishments of various countries' school systems with intentional comparisons to American practices. The 'A' format is a survey course that considers examples from all over the world. The 'B' format focuses on a single country (plus the U.S. for comparative purposes) and includes overseas travel-study (e.g., to South Korea, South Africa, or Chile) and visits to schools in the visited countries.
This course could be taken more than once for additional credits assuming the student uses it for travel-study to different places. For example, a student could not visit South Korea twice with the same professor teaching the same syllabus, but could visit South Korea once (as one 3-hour course) and South Africa (as another 3-hour course).
Description: Investigates origins, goals, organization, challenges, and accomplishments of various countries' school systems with intentional comparisons to American practices. The 'B' format focuses on a single country (plus the U.S. for comparative purposes) and includes overseas travel-study (e.g., to South Korea, South Africa, or Chile) and visits to schools in the visited countries.
Description: Basic issues in ethics and education. Using theoretical material and case studies, students consider such ideas and issues as the nature of moral judgment, equality, justice, caring, and respect for persons, and discuss how educators might respond in ethically justifiable ways to difficult situations they may encounter.
Prerequisites: 12 hours education, social sciences, or Latin American Studies; or permission.
Description: Survey of contemporary practices and problems in Latin American education, with special emphasis on the role of education in the national development.
Description: Democracy and how educational institutions and practices might facilitate or hinder democratic process and aims. The fact of cultural and moral pluralism in the United States, and to the educational responses to pluralism that are possible and appropriate in a polity that aims to be democratic. A range of stances on these issues.
Description: Discusses the relationships among language and learning, educator and learner discourses, and knowledge and action in connection to sociolinguistics, educational practice, and professional development. Introduction to English language morphology, syntax, phonology, semantics, and pragmatics as well as the language of schooling, its linguistic as well as socio-cultural and cognitive features. Addresses issues of diversity and social justice in education.
Prerequisites: Admission to the Teacher Education Program.
Description: Wide range of young adult literature available for use in schools. Critical and rhetorical tools for responding to a variety of literary texts and techniques for eliciting a wider range of responses to literature; consideration for readers aged 11-16.
Description: Simultaneous teaching of academic content and functional teaching of reading in the content areas; assessment of comprehension, vocabulary/concept attainment; analyses of text; improvement of content area learning through reading/writing development.
Description: Curriculum issues in Career and Technical Education courses using instructional technology. Subject integration, application of standards, use of Web-based resources and resource management.
Description: Technology issues and the impact on society of access, privacy, confidentiality, ethics and emerging technologies; professional attitude and responsibility in using technology.
Description: Culminating professional course in a program for the preparation of middle level educators. Best practices in middle level education; history and philosophy of middle level education; interdisciplinary team planning; and teacher-based advising.
Description: Explores the six content areas found in most middle level curricula: Math, Science, Social Studies, Art, Reading and Language Arts. Subject area content and pedagogy appropriate for young adolescents (10-14 years) and how the subject content areas can be integrated in the classroom. Required for all Elementary Education majors on the Middle Level Pathway advising sheet and secondary Special Education majors.
Description: Reading, discussion and research of program designs, content and pedagogies for teacher-based advising for transescent students. Experimental programs and methods for improving student continuous progress and career exploration.
Description: Knowledge of the instructional methodology which most accurately supports the learning of the middle level student. Review of the recognized theories and plans for instructing the 10-14 year old student forms the basis for this undergraduate, core middle level teacher education course.
Prerequisites: Admission to the Teacher Education Program; completion of 80 percent of subject-area course work with a 2.5 GPA or better.
Description: Theoretical issues in the area of teaching and learning as applied to the individual disciplines.
Description: Theoretical issues in the area of teaching and learning as applied to the individual disciplines.
Prerequisites: Admission to the Teacher Education Program; completion of 80 percent of subject-area course work with a 2.5 GPA or better.
Description: Theoretical issues in the area of teaching and learning as applied to the individual disciplines. Procedures for writing, selecting and organizing subject matter for instruction.
Description: Theoretical issues in the area of teaching and learning as applied to the individual disciplines.
Description: Theoretical issues in the area of teaching and learning as applied to the individual disciplines.
Description: Theoretical issues in the area of teaching and learning as applied to the individual disciplines.
Prerequisites: Admission to the Teacher Education Program; completion of 80 percent of subject-area course work with a 2.5 GPA or better.
Description: Theoretical issues in the area of teaching and learning as applied to the individual disciplines. Innovative methodology and planning, teaching, and evaluating math lessons for diverse learners.
Description: Theoretical issues in the area of teaching and learning as applied to the individual disciplines.
Prerequisites: Admission to the Teacher Education Program; completion of 80 percent of subject-area course work with a 2.5 GPA or better. Parallel with TEAC 397V.
Description: Theoretical issues in the area of teaching and learning as applied to the individual disciplines. Investigates issues in secondary science learning and teaching with emphasis on contextualized practice in each field as well as interdisciplinary approaches to planning, research, testing, laboratory safety, and the affective and cognitive needs of diverse learners.
Description: Theoretical issues in the area of teaching and learning as applied to the individual disciplines.
Prerequisites: Admission to the Teacher Education Program; completion of 80 percent of subject-area course work with 2.5 GPA or better.
Description: Focus on practical issues in the area of teaching and learning as applied to the individual disciplines.
Description: Focus on practical issues in the area of teaching and learning as applied to the individual disciplines.
Description: Focus on practical issues in the area of teaching and learning as applied to the individual disciplines.
Description: Focus on practical issues in the area of teaching and learning as applied to the individual disciplines.
Description: Focus on practical issues in the area of teaching and learning as applied to the individual disciplines.
Description: Focus on practical issues in the area of teaching and learning as applied to the individual disciplines.
Description: Focus on practical issues in the area of teaching and learning as applied to the individual disciplines.
Description: Focus on practical issues in the area of teaching and learning as applied to the individual disciplines.
Description: Focus on practical issues in the area of teaching and learning as applied to the individual disciplines.
Prerequisites: Admission to the Teacher Education Program.
Description: Development of competence in planning, teaching, classroom management and assessment. Covers the scope, content, and organization of curriculum and instructional materials.
Description: Development of competence in planning, teaching, classroom management and assessment. Covers the scope, content, and organization of curriculum and instructional materials.
Description: Development of competence in planning, teaching, classroom management and assessment. Covers the scope, content, and organization of curriculum and instructional materials.
Description: Development of competence in planning, teaching, classroom management and assessment. Covers the scope, content, and organization of curriculum and instructional materials.
Description: Development of competence in planning, teaching, classroom management and assessment. Covers the scope, content, and organization of curriculum and instructional materials.
Description: Development of competence in planning, teaching, classroom management and assessment. Covers the scope, content, and organization of curriculum and instructional materials.
Description: Comparative analyses of literature and the role of the reader as meaning maker in educational settings.
Description: Comparative analyses of literature and the role of the reader as meaning maker in educational settings.
Description: Comparative analyses of literature and the role of the reader as meaning maker in educational settings.
Description: Comparative analyses of literature and the role of the reader as meaning maker in educational settings.
Description: Survey and analysis of the application of technology to improve teaching. Research and related literature on learning, teaching and curriculum, and the critical application of technology and the development of teaching strategies.
Description: Survey and analysis of the application of technology to improve teaching. Research and related literature on learning, teaching and curriculum, and the critical application of technology and the development of teaching strategies.
Description: Survey and analysis of the application of technology to improve teaching. Research and related literature on learning, teaching and curriculum, and the critical application of technology and the development of teaching strategies.
Description: Survey and analysis of the application of technology to improve teaching. Research and related literature on learning, teaching and curriculum, and the critical application of technology and the development of teaching strategies.
Description: Survey and analysis of the application of technology to improve teaching. Research and related literature on learning, teaching and curriculum, and the critical application of technology and the development of teaching strategies.
Description: Survey and analysis of the application of technology to improve teaching. Research and related literature on learning, teaching and curriculum, and the critical application of technology and the development of teaching strategies.
Description: Survey and analysis of the application of technology to improve teaching. Research and related literature on learning, teaching and curriculum, and the critical application of technology and the development of teaching strategies.
Description: Survey and analysis of the application of technology to improve teaching. Research and related literature on learning, teaching and curriculum, and the critical application of technology and the development of teaching strategies.
Description: Survey and analysis of the application of technology to improve teaching. Research and related literature on learning, teaching and curriculum, and the critical application of technology and the development of teaching strategies.
Description: Survey and analysis of the application of technology to improve teaching. Research and related literature on learning, teaching and curriculum, and the critical application of technology and the development of teaching strategies.
Prerequisites: Permission.
Description: A task-oriented practicum for the demonstration of fluency with advanced technology and the application of instructional design to the development of educational resources. Supervised tasks centered experiences.
Description: Task-oriented practicum for the demonstration of fluency with advanced technology and the application of instructional design to the development of educational resources. Supervised task-centered experiences.
Prerequisites: Permission.
Description: Supervised teaching experiences at postsecondary or adult levels, in public or private schools or agencies.
Prerequisites: Permission.
Description: Opportunities for experienced teachers and administrators to develop plans, procedures, or experiments directed to the improvement of the curriculum or administration of the secondary school.
Prerequisites: Admission by application; completion of all required methods courses and practica with minimum grades of C+ (2.33) per course.
Description: Supervised teaching experiences in schools. Accompanying seminar focuses on: teacher certification, teacher and student rights and responsibilities, proper conduct of teachers, selected legal aspects of education, methods of communicating with parents and community members, and current issues which impact education.
Prerequisites: Admission by application; completion of all required methods courses and practica with minimum grades of C+ (2.33) per course.
Description: Supervised teaching experiences in schools. Accompanying seminar focuses on: teacher certification, teacher and student rights and responsibilities, proper conduct of teachers, selected legal aspects of education, methods of communicating with parents and community members, and current issues which impact education.
Prerequisites: Admission by application; completion of all required methods courses and practica with minimum grades of C+ (2.33) per course.
Description: Supervised teaching experiences in schools. Accompanying seminar focuses on: teacher certification, teacher and student rights and responsibilities, proper conduct of teachers, selected legal aspects of education, methods of communicating with parents and community members, and current issues which impact education.
Prerequisites: Admission by application; completion of all required methods courses and practica with minimum grades of C+ (2.33) per course.
Description: Supervised teaching experiences in schools. Accompanying seminar focuses on: teacher certification, teacher and student rights and responsibilities, proper conduct of teachers, selected legal aspects of education, methods of communicating with parents and community members, and current issues which impact education.
Prerequisites: Admission by application; completion of all required methods courses and practica with minimum grades of C+ (2.33) per course.
Description: Supervised teaching experiences in schools. Accompanying seminar focuses on: teacher certification, teacher and student rights and responsibilities, proper conduct of teachers, selected legal aspects of education, methods of communicating with parents and community members, and current issues which impact education.
Prerequisites: Admission by application; completion of all required methods courses and practica with minimum grades of C+ (2.33) per course.
Description: Supervised teaching experiences in schools. Accompanying seminar focuses on: teacher certification, teacher and student rights and responsibilities, proper conduct of teachers, selected legal aspects of education, methods of communicating with parents and community members, and current issues which impact education.
Description: Supervised teaching experiences in schools. Accompanying seminar focuses on: teacher certification, teacher and student rights and responsibilities, proper conduct of teachers, selected legal aspects of education, methods of communicating with parents and community members, and current issues which impact education.
Prerequisites: Admission by application; completion of all required methods courses and practica with minimum grades of C+ (2.33) per course.
Description: Supervised teaching experiences in schools. Accompanying seminar focuses on: teacher certification, teacher and student rights and responsibilities, proper conduct of teachers, selected legal aspects of education, methods of communicating with parents and community members, and current issues which impact education.
Prerequisites: Admission by application; completion of all required methods courses and practica with minimum grades of C+ (2.33) per course.
Description: Supervised teaching experiences in schools. Accompanying seminar focuses on: teacher certification, teacher and student rights and responsibilities, proper conduct of teachers, selected legal aspects of education, methods of communicating with parents and community members, and current issues which impact education.
Prerequisites: Admission by application; completion of all required methods courses and practica with minimum grades of C+ (2.33) per course.
Description: Supervised teaching experiences in schools. Accompanying seminar focuses on: teacher certification, teacher and student rights and responsibilities, proper conduct of teachers, selected legal aspects of education, methods of communicating with parents and community members, and current issues which impact education.
Prerequisites: Admission by application; completion of all required methods courses and practica with minimum grades of C+ (2.33) per course.
Description: Supervised teaching experiences in schools. Accompanying seminar focuses on: teacher certification, teacher and student rights and responsibilities, proper conduct of teachers, selected legal aspects of education, methods of communicating with parents and community members, and current issues which impact education.
Prerequisites: Admission by application; completion of all required methods courses and practica with minimum grades of C+ (2.33) per course.
Description: Supervised teaching experiences in schools. Accompanying seminar focuses on: teacher certification, teacher and student rights and responsibilities, proper conduct of teachers, selected legal aspects of education, methods of communicating with parents and community members, and current issues which impact education.
Prerequisites: Admission by application; completion of all required methods courses and practica with minimum grades of C+ (2.33) per course.
Description: Supervised teaching experiences in schools. Accompanying seminar focuses on: teacher certification, teacher and student rights and responsibilities, proper conduct of teachers, selected legal aspects of education, methods of communicating with parents and community members, and current issues which impact education.
Prerequisites: Admission by application; completion of all required methods courses and practica with minimum grades of C+ (2.33) per course.
Description: Supervised teaching experiences in schools. Accompanying seminar focuses on: teacher certification, teacher and student rights and responsibilities, proper conduct of teachers, selected legal aspects of education, methods of communicating with parents and community members, and current issues which impact education.
Description: Supervised teaching experiences in schools. Accompanying seminar focuses on: teacher certification, teacher and student rights and responsibilities, proper conduct of teachers, selected legal aspects of education, methods of communicating with parents and community members, and current issues which impact education.
Description: Supervised teaching experiences in schools. Accompanying seminar focuses on: teacher certification, teacher and student rights and responsibilities, proper conduct of teachers, selected legal aspects of education, methods of communicating with parents and community members, and current issues which impact education.
Prerequisites: Permission.
Description: Opportunities to develop plans, procedures, experiments, and models directed to the improvement of elementary school education on an independent study basis.
Prerequisites: Good standing in the University Honors Program or by invitation.
Description: Conduct a scholarly research project and write a University Honors Program or undergraduate thesis.
PLEASE NOTE
This document represents a sample 4-year plan for degree completion with this major. Actual course selection and sequence may vary and should be discussed individually with your college or department academic advisor. Advisors also can help you plan other experiences to enrich your undergraduate education such as internships, education abroad, undergraduate research, learning communities, and service learning and community-based learning.
Critical - 2.75 GPA required for graduation.
- 30 of the last 36 hours must be taken at UNL, UNO, or UNK.
- ***Total Credits Applying Toward 120 Total Hours***
Career Information
The following represents a sample of the internships, jobs and graduate school programs that current students and recent graduates have reported.
Jobs of Recent Graduates
- High School Reading Teacher, Lincoln Public Schools - Lincoln NE
- English/Reading Teacher, Lincoln Public Schools - Lincoln NE
- High School English Teacher, Omaha Public Schools - Omaha NE
- English 9, Papillion LaVista School District - Papillion NE
- English Teacher/Debate Coach, Ralston Public Schools - Ralston NE
- High School Teacher, Millard Public Schools - Omaha NE
- Language Arts/7th Grade, Beatrice Public Schools - Beatrice NE
- English 6th, 7th, 8th Grade Teacher, Sacred Heart School - Lincoln NE
- Language Arts Teacher/Forensics Coaching, Kenesaw Public Schools - Kenesaw NE
- Careers for Kids Specialist, Omaha Public Schools - Omaha NE
Internships
- Intern, Sandhills Publishing - Lincoln NE
- Grant Writing Intern, Lied Center for Performing Arts - Lincoln NE
- Marketing Internship, Savannah Pines - Lincoln NE