Centenary > Academic Catalogue > Education

Education (EDUC)

printable version of the 2007-08 Education catalogue entry is available in Adobe PDF format.

See also: Department of Education.

Conceptual Framework: The Dedicated Educator

The unifying concept on which Centenary College of Louisiana bases teacher preparation is the Dedicated Educator. The four essential elements of content knowledge, pedagogy, inquiry, and community support this framework.

The main objective of the Department of Education is to prepare dedicated educators. A dedicated educator is one who commits to the personal and professional development and success of all learners, colleagues, and self. Dedicated educators exhibit the knowledge, skills, and dispositions embedded within the essential elements to effectively promote this development and success.

General Information

Students seeking certification to teach must enroll in the department's programs, which meet the requirements for teacher certification in Louisiana. Louisiana enjoys certification reciprocity with most other states. Within the department's programs, the student works with professors in academic settings that involve seminars, lectures, and field work. Students gain experience in local schools as they are involved in a carefully planned sequence of observing, assisting, and finally teaching with master teachers. Students are supervised by the master teacher as well as the supervising professor at Centenary College. The department provides Teacher Placement Services for all who are registered in the program.

The Department of Education at Centenary College is fully accredited by the Louisiana State Department of Education and the Southern Association of Colleges and Schools. The department is currently pursuing its initial accreditation by the National Council for Accreditation of Teacher Education (NCATE).

Please contact the Department of Education to obtain a Teacher Education Handbook containing all pertinent details of our program.

Degrees Offered/Areas of Certification

The Department of Education offers eight (8) degrees in Education:

1. B.A. in Art Education (K-12)
2. B.A. in Dance Education (K-12)
3. B.A. in Elementary Education (1-5)
4. B.S. in Elementary Education (1-5)
5. B.S. in Health/Physical Education (K-12)
6. B.M in Music Education (Instrumental) (K-12)
7. B.M. in Music Education (Vocal) (K-12)
8. B.A. in Social Studies Education (6-12)

The Department of Education also offers certification in Grades 6-12 in the following non-Education degrees:

1. Biology
2. Business
3. Chemistry
4. Earth Science (Geology)
5. English
6. French
7. German
8. Latin
9. Mathematics
10. Physics
11. Spanish

Graduate Programs

The Department of Education also offers two graduate program routes to alternative certification to teach in an elementary or secondary school: Master’s Degree alternative certification and Non-Master’ alternative certification. Students who receive a baccalaureate degree from Centenary, or a traditional degree from another regionally accredited institution (no non-traditional “institute” degrees are accepted), and a career GPA of 2.5 or higher are eligible to apply to these programs.

The Elementary and Secondary Master’s Degree routes to alternative certification require successful completion of 30 hours of coursework and either student teaching (9 hours) or internship (6 hours). The Elementary Non-Master’s alternative certification route requires 21 hours of coursework plus student teaching or internship; the Secondary Non-Master’s alternative certification route requires 18 hours of coursework plus student teaching or internship. Please contact the Department of Education or visit the Department’s website to obtain a Department of Education Graduate Catalogue containing all pertinent details of these programs. A separate catalog for graduate education may be obtained from the education departmental office or via the education department website http://www.centenary.edu/education.

Outstanding undergraduate seniors in the final semester of the undergraduate program at Centenary College may, with permission of the Provost and the Chairperson of the Department of Education, be admitted to the graduate program and may enroll in a maximum of six (6) hours of graduate course work. Should the candidate fail to graduate at the close of the semester, credit for the graduate level work will be denied.

Degree Plan

Each student majoring in elementary education or certifying in secondary education must, in consultation with his or her advisor, complete a degree plan. This plan, endorsed by student, advisor, and the Education Department Chair, is filed with the Registrar before the end of the fourth semester. Students certifying at the secondary level must have the signature of the secondary education representative on the degree plan, and the approval of the Education Department Chair, or it will not be accepted by the Registrar.

NOTE: Education majors are strongly advised to take GED 151E, Service-Learning in Educational Institutions, to satisfy the Service-Learning component of the Centenary Plan. Education majors are also strongly advised to take the EDUC 199 Module: Changes in the Urban Educational Setting to satisfy Centenary’s module requirement.

Assessment System

Through coursework, field experiences, self-evaluations, interviews, and other methods, teacher candidates in the Department of Education are regularly assessed and receive feedback about their progress. Data to assess candidate progress is collected and analyzed at several points; these points are terms “portals.” Candidate progress is tracked through both paper and electronic portfolios. Any candidate who does not meet all requirements at any portal has the option of appealing to the Teacher Education Advisory Council (TEAC) through the Chairperson of the Department of Education.

PRAXIS Requirements

Prior to taking 300-level Education courses, students must take and pass the PRAXIS Pre-Professional Skills Tests (PRAXIS I: PPST) in Reading, Writing, and Mathematics. Official passing scores, including subtest scores, must be hand-delievered to the Office of the Education Department before registering for the semester in which the 300 level courses will be taken.

Prior to Student Teaching, students must take and pass PRAXIS Principles of Learning and Teaching K-6 or 7-12 (PRAXIS II: PLT) and their Content Area Test. Official passing scores must be reported to the Office of the Education Department before registering for the semester in which student teaching will be done.

When filling in the registration forms for the PRAXIS, a student must request that scores be sent directly from Educational Testing Service (ETS) to 1) Centenary College Department of Education, and 2) Louisiana State Department of Education. It is the student's responsibility to register for the appropriate PRAXIS tests, and to have the scores sent to the appropriate agencies in a timely manner.

Minimum scores on all tests required by the State of Louisiana for teacher certification are as follows:

Pre-Professional Skills Tests (PPST)
Reading	174
Writing	173
Mathematics	172
Principles of Learning and Teaching K-6/7-12 (30522/30524)	161/161
Specialty Area Tests
Elementary Education: Content Knowledge (10014)	150
English Language, Literature, and Composition:
Content Knowledge (10041)	160
Pedagogy (30043)	130
Art: Content Knowledge (10133)	155
Biology: Content Knowledge (10235)	150
Business Education (10100)	570
Chemistry: Content Area (10245)	TBA
Dance	No Test
Earth Science	No Test
French: Content Knowledge (20173)	156
German: Content Knowledge (20181)	TBA
Latin	No Test
Mathematics: Content Knowledge (10061)	125
Music: Content Knowledge (10113)	151
Physical Education: Content Knowledge (10091)	146
Physics: Content Knowledge (10265)	TBA
Social Studies
Content Knowledge (10081)	149
Interpretation of Materials (10083)	152
Spanish: Content Knowledge (10191)	160

Transfer Requirements

To be admitted for teacher certification at the junior level, students must have successfully completed the required PRAXIS tests. In addition, they must meet the grade requirements of the Assessment System.

Transfer students must take all methods courses and student teaching at Centenary. In addition, a minimum of one-half of the upper division work (300 and 400 level) in the major must be taken at Centenary College.

Student Teaching

The TEAC will examine the student teaching candidate's academic record, PRAXIS scores, recommendations, and general fitness and readiness to student teach. Candidates not meeting the criteria to student teach will address the problem with their advisor and design an action plan. Students denied the privilege to student teach by TEAC may request a hearing before TEAC but may also retain the right to appeal to the Course Review and Petitions Committee through the Education Department Chair.

Student teaching is a full-day experience at the school(s) where the teacher candidate is placed. Therefore, teacher candidates are strongly encouraged to enroll in student teaching during a semester in which they are not expected or required to maintain participation in athletic, musical, dramatic, or other campus activities. The teacher candidate who feels he/she can participate successfully in student teaching and other campus activities may obtain through the Department of Education a petition to request an exemption. The Teacher Education Advisory Committee will review petitions and notify the teacher candidate of its recommendation. The teacher candidate who is granted permission to participate in both activities must cease participation in the campus activity if this participation, in the opinion of the cooperating teacher(s) and/or the college supervisor, interferes with the requirements of the student teaching experience. Teacher candidates must enroll in Senior Seminar (EDUC 471) during student teaching, but may not enroll in any other course work. Student teaching and Senior Seminar are considered by the college to be equivalent to fulltime status.

The college calendar will be followed for establishing the starting and finishing dates of student teaching. Otherwise, student teachers are expected to follow the calendar of the school district to which they are assigned, including holidays.

Departmental Honors

To be considered for Departmental Honors, students must fulfill the general College requirements for honors programs. In addition, they must:

1. Apply to the chair of the department by the beginning of the junior year.
2. Complete a significant scholarly project to be researched under the direction of an education faculty member.
3. Present the results of the research before an approved body consisting of education professionals and/or majors.
4. Successfully complete all areas of the PRAXIS Examination.

Teacher Education Advisory Committee

The Teacher Education Advisory Committee (TEAC) is composed of the chair of Education department, all full-time teaching members of the education faculty, a faculty member from the Exercise Science Department, and a faculty member from the Music Department. The committee is responsible for recommending curriculum modifications, reviewing teacher candidates, advising the department on procedural, educational, and policy matters, and acting as a liaison between teacher education and other College departments and committees.

PK-16/Unit Advisory Council (PK-16/UAC)

The PK-16/UAC is composed of the President of the College, the Provost and Dean of the College, the chair of the Department of Education, all full-time teaching members of the education faculty, representatives from the arts and sciences faculty in the college, one undergraduate and one graduate student enrolled in the teacher education program, principals and representative teachers from the Professional Development Schools, representatives from the local school systems, and other community members concerned with the quality of teachers prepared by the Centenary College Department of Education. The function of this council is two-fold: 1) to establish and maintain effective working relationships between and among all parties involved, and 2) to provide recommendations for improvement in the teacher preparation program based on the analysis and interpretation of data collected regularly by the department, including but not limited to PRAXIS scores, course grades, alumni surveys, principal surveys, and field experience data reports.

The Louisiana State Department of education strongly recomends that teacher education candidates accrue 180 field experience hours prior to student teaching. Please refer to the following chart to determine the courses in which those field experience hours should occur:

Courses

108. Math Methods for Elementary Schools I: Number Systems, Number Sense, and Problem Solving (3)
Prerequisite: 2.5 GPA. Teacher candidates will learn to teach children to explore pre-numeration concepts, whole numbers, fractions, decimals, and percents and their relationships. They will learn to teach children how to apply number sequences and proportional reasoning, and how to select and use appropriate problem solving tools, including mental arithmetic, pencil-and-paper computation, a variety of manipulatives and visual materials, calculators, computers, and electronic information resources. The special needs of exceptional children and children from cultures other than the dominant one will be addressed. Also, candidates will be expected to incorporate technology into their learning and lesson preparation. This course will include 10 hours of field-based experience. Every third semester beginning Fall 2007.

109. Math Methods for Elementary Schools II: Geometry and Algebra (3)
Pre-requisite: 2.5 GPA. Teacher candidates will learn how to teach children to use geometric concepts and relationships to describe and model mathematical ideas and real-world constructs; as well as formulate questions, and collect, organize, represent, analyze, and interpret data by use of tables, graphs, and charts. Candidates will learn how to teach children to use symbols and variables to solve problems and to model, explain, and develop computational algorithms. The special needs of exceptional children and children from cultures other than the dominant one will be addressed. Also, candidates will be expected to incorporate technology into their learning and lesson preparation. This course will include 10 hours of field-based experience. Every third semester beginning Spring 2008.

111. Math Methods for Elementary Schools III: Measurement, Statistics, and Probability (3)
Prerequisite: 2.5 GPA. Teacher candidates will learn how to teach children to understand and use measurement systems, including time, money, temperature, and two- and three-dimensional objects using non-standard and standard customary and metric units. They will also learn how to teach children to predict outcomes using concepts of probability, and how to estimate and check the reasonableness of results. The special needs of exceptional children and children from cultures other than the dominant one will be addressed. Also, candidates will be expected to incorporate technology into their learning and lesson preparation. This course will include 10 hours of field-based experience. Every third semester beginning Fall 2008.

201. Foundations of Education (3)
Prerequisite: 2.5 GPA. An overview of the teaching profession which includes a focus upon the influences of social, legal, historical, and philosophical thought which is supplemented with observations in elementary, middle, and secondary classrooms. The special needs of exceptional children and children from cultures other than the dominant one will be emphasized. This course addresses the historical, sociological, and philosophical development of American education. The course will also focus on educational responses to multiculturalism, cultural diversity, and diversity in the classroom. This course will include 20 hours of field-based experience. Fall.

202. Educational Psychology (3)
Prerequisite: 2.5 GPA. An investigation of the role and relevance of psychology in the learning process in each candidate’s area of certification. Participation in a series of observations in learning situations at all socioeconomic levels in the candidate’s area of certification is required. This course is designed to provide the candidates with theoretical background in the areas of cognitive, personal, emotional, and social development of students in the candidate’s area of certification. Differences in learning among groups of students, cultural and community influences, and ethnic and gender backgrounds, within each candidate’s area of certification are examined. Behavioral, cognitive, and constructivist learning theories are explored. Care is taken to distinguish between the needs of the 1-5, K-12, and 6-12 candidate. This course will include 20 hours of field-based experience. Spring.

203. Multicultural Education (3)
Prerequisite: 2.5 GPA. Candidates will examine and analyze multicultural issues as they relate to the delivery of educational programs and services in school districts. Those issues will include, but are not limited to elitism, creedism, classism, linguicism, ablism, ageism, heterosexism, religious intolerance, xenophobia, homophobia, racism, sexism, nationalism, and groupism. This course emphasizes the role that schools and teachers can play in challenging all forms of discrimination, by providing knowledge about the histories, cultures, and contributions of diverse groups. In this course, candidates learn that multicultural education is a process that permeates all aspects of school practices, policies and organization as a means to ensure the highest levels of academic achievement for all students, and that pedagogy should occur in a context that is familiar to students and that addresses multiple ways of thinking. In addition, candidates critically analyze oppression and power relations in their communities, society and the world. This course will require that candidates incorporate technology into their lessons. Offered on demand.

205. Children's Literature and the Writing Process (3)
Prerequisite: 2.5 GPA. In this course, the teacher candidate will become familiar with, learn to use, and know how to recommend to children many reading materials based on different topics, themes, and a variety of situations. They will become familiar with the different types of children’s literature including stories, poems, biographies, and non-fiction. Critical thinking about what was read will be emphasized through literature response activities. This course will also address skills in teaching children to communicate through speaking and writing, particularly with regard to dramatic presentations. Candidates will learn how to provide children with many different writing and speaking experiences, exploring the uses of different types of writing with different audiences in different situations. The special needs of exceptional children and children from cultures other than the dominant one will be addressed. Also, candidates will be expected to incorporate technology into their learning and lesson preparation. This course will include 10 hours of field-based experience. Spring.

210. Concepts of Literacy and Language Arts (3)
Prerequisites: EDUC 201, 202; 2.5 GPA. In this course, teacher candidates will examine how elementary children develop and learn to read, write, speak, view, and listen effectively. Dramatic activities and their value in the elementary classroom will be explored and implemented. First and second language development will be explored with emphasis on its effects on literacy development. The special needs of exceptional children and children from cultures other than the dominant one will be addressed. Also, candidates will be expected to incorporate technology into their presentations. This course will include 10 hours of field-based experience. Every third semester beginning Fall 2008.

223. Educational Technology (3)
An examination of technological advances in education, including, but not limited to: an electronic portfolio; electronic children's literature; the use of digital media; creation of web quests and other websites; and the use of software programs such as Inspiration, Timeliner, and Hyperstudio. This course will include 10 hours of field-based experience. Fall.

307. Methods of Teaching Students with Special Needs (3)
Prerequisites: EDUC 201, 202; 2.5 GPA; minimum PRAXIS I (PPST) Scores: Reading 174, Writing 173, and Mathematics, 172. Candidates will examine effective methods utilized to teach students with special needs, within their own area of certification. Emphasis will be placed on meeting the needs of all students in a regular classroom setting, including but not limited to those diagnosed as ADD, ADHD, dyslexic, and gifted. Candidates will learn how to adapt to the needs of diverse students within their own area of certification, and how they differ in their development and learning styles. Candidates will learn to create instructional opportunities adapted to the needs of diverse students within their own area of certification. Care is taken to distinguish between the needs of the 1-5, K-12, and 6-12 candidates. This course will include 20 hours of field-based experience. Even Falls.

308. Classroom Management (3)
Prerequisites: EDUC 201, 202; 2.5 GPA; minimum PRAXIS I (PPST) Scores: Reading 174, Writing 173, and Mathematics, 172. Candidates will examine the structure of classrooms, in their area of certification, in developing organizational and management skills. This class is designed to present to the certification candidate practical methods for creating positive learning environments for all learners from kindergarten through 12th grade, with particular emphasis on the candidate’s area of certification: multicultural, special needs, and regular education. Real-life examples are provided to help candidates understand and apply principles of classroom management in their own area of certification in their future classrooms. The candidates will focus on case studies, examples, and descriptions of specific strategies, appropriate to their area of certification, based on solid research and classroom experience. The certification candidate will learn to create positive learning environments and to use extensive practical materials for problem solving and building individual behavior change plans for students with behavioral problems, in their area of certification. Care will be taken to distinguish management strategies that are effective at the 1-5 level, the K-12 level, and the 6-12 level. This course will include 20 hours of field-based experience in the candidate’s area of certification. Odd Springs

309W. Methods of Teaching Social Studies in Elementary Schools (3)
Prerequisites: EDUC 201, 202; 2.5 GPA; minimum PRAXIS I (PPST) Scores: Reading 174, Writing 173, and Mathematics, 172. Teacher candidates will learn to use knowledge, skills, and dispositions from social studies to organize and provide integrated instruction in grades 1-6 for the study of major themes, concepts and modes of inquiry from academic fields that address: 1) culture, 2) time, continuity, and change, 3) people, places, and environment, 4) individual development and identity; 5) individuals, groups, and institutions, 6) power, governance, and authority; 7) production, distribution, and consumption; 8) science, technology, and society; 9) global connections, and 10) civic ideals and practices. The special needs of exceptional children and children from cultures other than the dominant one will be addressed. Also, candidates will be expected to incorporate technology into their learning and lesson preparation. The course will include 10 hours of field-based experiences. Odd Falls.

310. Methods of Teaching Science in Elementary Schools (3)
Prerequisites: EDUC 201, 202; 2.5 GPA; minimum PRAXIS I (PPST) Scores: Reading 174, Writing 173, and Mathematics, 172. In this course, teacher candidates will learn how to teach children the nature of science and the content and fundamentals of physical, life, earth, and space sciences, and their interrelationships. They will learn to teach the major concepts and principles that unify all scientific effort and that are used in each of the science disciplines: 1) systems, order, and organization; 2) evidence, models, and explanation; 3) change, constancy, and measurement; 4) evolution and equilibrium; and 5) form and function. Teacher candidates will learn how to engage children in the science inquiry process. Assessment of children’s scientific understandings will also be addressed. The special needs of exceptional children and children from cultures other than the dominant one will be addressed. Also, candidates will be expected to incorporate technology into their learning and lesson preparation. This course will include 10 hours of field-based experience. Even Springs.

311. Teaching Literacy in Elementary Schools (3)
Prerequisites: EDUC 201, 202; 2.5 GPA; minimum PRAXIS I (PPST) Scores: Reading 174, Writing 173, and Mathematics, 172.Using their knowledge and understanding of language, teacher candidates will design and implement instructional programs and strategies that build on students’ experiences and existing language skills. They will learn how to: 1) teach children to read competently, 2) encourage students’ enjoyment of reading through multiple instructional strategies, technologies, and a variety of language activities, 3) teach children to read using a balanced instructional program that includes an emphasis on phonics, context, and text that has meaning for students, and 4) teach children to monitor their own comprehension. The special needs of exceptional children and children from cultures other than the dominant one will be addressed. Also, candidates will be expected to incorporate technology into their learning and lesson preparation. This course will include 10 hours of field-based experience. Every third semester beginning Fall 2007.

316. The Language-Disordered Child (3)
Prerequisites: EDUC 311; 2.5 GPA. This course focuses on learning to teach the child who experiences difficulty in becoming literate. The teacher candidate will learn how to identify characteristics of the language disordered child through recognition of the preconceptions, error patterns, and misconceptions that may be found in children’s understanding of how language functions in communication, and by helping children to correct their misunderstandings of the uses of language. Teacher candidates will use formative and summative assessment to determine the level of children’s competence in their understanding and use of language, and to plan further instruction. This course will include 10 hours of field-based experience. Every third semester beginning Spring 2008.

318. Content Area Reading (3)
Prerequisites: EDUC 201, 202; 2.5 GPA; minimum PRAXIS I (PPST) Scores: Reading 174, Writing 173, and Mathematics, 172. This course emphasizes the application of appropriate principles, methods, materials, and guidelines for teaching reading in an individual content area. This course will prepare secondary education certification candidates and K-12 certification candidates in Art, Dance, Music, and Health and P.E. as they become content area teachers in their own discipline to be not only knowledgeable, but also proficient in utilizing techniques that will assist all students in reading and writing with understanding and clarity. This course will include 33 hours of field-based instruction. Even Falls.

340. Secondary Methods (3)
Prerequisites: EDUC 201, 202; 2.5 GPA; minimum PRAXIS I (PPST) Scores: Reading 174, Writing 173, and Mathematics, 172.Required course for those certifying in Grades 6-12 Biology, Business, Chemistry, Earth Science (Geology), English, French, German, Latin, Math, Physics, Social Studies, and Spanish. This is the second of two methods courses required for candidates certifying to teach Grades 6-12. This course is a continuation of 361W (Biology), 362W (Business), 363W (Chemistry), 364W (Earth Science), 365W (English), 366W (Environmental Science), 367W (French), 369W (German), 371W (Latin), 372W (Math), 373W (Physics), 374W (Social Studies) and 375W (Spanish). Candidates are involved in the study of materials, methods, and problems in teaching in their own discipline in Grades 6-12. Candidates will work under the direction of an experienced Grades 6-12 teacher in their own discipline and under the direction of a Centenary Department of Education professor. They will attend seminars on classroom management, the special needs child, the integration of technology into the classroom, learning styles of students, student assessment, multicultural education, and appropriate teaching strategies specific to their discipline. Investigative writings will be emphasized. This course will involve 34 hours of field-based experiences. Odd Falls.

350. K-12 Methods (3)
Prerequisites: EDUC 201, 202; 2.5 GPA; minimum PRAXIS I (PPST) Scores: Reading 174, Writing 173, and Mathematics, 172. Required course for those certifying in K-12 Dance, K-12 Art, and K-12 Health and P.E; the second of two methods courses. This course is a continuation of DANC 449, EDUC 377W, and EDUC 378W, for Dance, Art, and Health and P.E. candidates, respectively. Candidates are involved in the study of materials, methods, and problems in teaching Dance, Art, or Health and P.E. in K-12 schools. Candidates will work under the direction of two experienced K-12 teachers from their discipline (one from Grades K-5, and one from Grades 6-12), and under the direction of a Centenary Department of Education professor. They will attend seminars on classroom management, the special needs child, the integration of technology into the classroom, learning styles of students, student assessment, multicultural education, and appropriate teaching strategies specific to their discipline. Investigative writings will be emphasized. This course will involve 34 hours of field-based experiences. Odd Falls.

361W. Methods of Teaching Biology (3)
Prerequisites: EDUC 201, 202; 2.5 GPA; minimum PRAXIS I (PPST) Scores: Reading 174, Writing 173, and Mathematics, 172. This is the first of two methods courses required for candidates certifying to teach Biology in Grades 6-12. Candidates will take this course before taking the continuing course, EDUC 340. Candidates are involved in a study of the materials, methods, and problems in teaching Biology in Grades 6-12. Candidates will work under the direction of an experienced Grades 6-12 Biology teacher and a Centenary Department of Education professor. They will attend seminars on classroom organization and management, the special needs child, the integration of technology into the classroom, learning styles of students, student assessment, multicultural education, and appropriate teaching strategies specific to Biology instruction. Investigative writings will be emphasized. This course will include 33 hours of field-based experiences. Even Springs.

362W. Methods of Teaching Business (3)
Prerequisites: EDUC 201, 202; 2.5 GPA; minimum PRAXIS I (PPST) Scores: Reading 174, Writing 173, and Mathematics, 172. This is the first of two methods courses required for candidates certifying to teach Business in Grades 6-12. Candidates will take this course before taking the continuing course, EDUC 340. Candidates are involved in a study of the materials, methods, and problems in teaching Business in Grades 6-12. Candidates will work under the direction of an experienced Grades 6-12 Business teacher and a Centenary Department of Education professor. They will attend seminars on classroom organization and management, the special needs child, the integration of technology into the classroom, learning styles of students, student assessment, multicultural education, and appropriate teaching strategies specific to Business instruction. Investigative writings will be emphasized. This course will include 33 hours of field-based experiences. Even Springs.

363W. Methods of Teaching Chemistry (3)
Prerequisites: EDUC 201, 202; 2.5 GPA; minimum PRAXIS I (PPST) Scores: Reading 174, Writing 173, and Mathematics, 172. This is the first of two methods courses required for candidates certifying to teach Chemistry in Grades 6-12. Candidates will take this course before taking the continuing course, EDUC 340. Candidates are involved in a study of the materials, methods, and problems in teaching Chemistry in Grades 6-12. Candidates will work under the direction of an experienced Grades 6-12 Chemistry teacher and a Centenary Department of Education professor. They will attend seminars on classroom organization and management, the special needs child, the integration of technology into the classroom, learning styles of students, student assessment, multicultural education, and appropriate teaching strategies specific to Chemistry instruction. Investigative writings will be emphasized. This course will include 33 hours of field-based experiences. Even Springs.

364W. Methods of Teaching Earth Science (3)
Prerequisites: EDUC 201, 202; 2.5 GPA; minimum PRAXIS I (PPST) Scores: Reading 174, Writing 173, and Mathematics, 172. This is the first of two methods courses required for candidates certifying to teach Earth Science in Grades 6-12. Candidates will take this course before taking the continuing course, EDUC 340. Candidates are involved in a study of the materials, methods, and problems in teaching Earth Science in Grades 6-12. Candidates will work under the direction of an experienced Grades 6-12 Earth Science teacher and a Centenary Department of Education professor. They will attend seminars on classroom organization and management, the special needs child, the integration of technology into the classroom, learning styles of students, student assessment, multicultural education, and appropriate teaching strategies specific to Earth Science instruction. Investigative writings will be emphasized. This course will include 33 hours of field-based experiences. Even Springs.

365W. Methods of Teaching English (3)
Prerequisites: EDUC 201, 202; 2.5 GPA; minimum PRAXIS I (PPST) Scores: Reading 174, Writing 173, and Mathematics, 172. This is the first of two methods courses required for candidates certifying to teach English in Grades 6-12. Candidates will take this course before taking the continuing course, EDUC 340. Candidates are involved in a study of the materials, methods, and problems in teaching English in Grades 6-12. Candidates will work under the direction of an experienced Grades 6-12 English teacher and a Centenary Department of Education professor. They will attend seminars on classroom organization and management, the special needs child, the integration of technology into the classroom, learning styles of students, student assessment, multicultural education, and appropriate teaching strategies specific to English instruction. Investigative writings will be emphasized. This course will include 33 hours of field-based experiences. Even Springs.

367W. Methods of Teaching French (3)
Prerequisites: EDUC 201, 202; 2.5 GPA; minimum PRAXIS I (PPST) Scores: Reading 174, Writing 173, and Mathematics, 172. This is the first of two methods courses required for candidates certifying to teach French in Grades 6-12. Candidates will take this course before taking the continuing course, EDUC 340. Candidates are involved in a study of the materials, methods, and problems in teaching French in Grades 6-12. Candidates will work under the direction of an experienced Grades 6-12 French teacher and a Centenary Department of Education professor. They will attend seminars on classroom organization and management, the special needs child, the integration of technology into the classroom, learning styles of students, student assessment, multicultural education, and appropriate teaching strategies specific to French instruction. Investigative writings will be emphasized. This course will include 33 hours of field-based experiences. Even Springs.

368W. Methods of Teaching General Science (3)
Prerequisites: EDUC 201, 202; 2.5 GPA; minimum PRAXIS I (PPST) Scores: Reading 174, Writing 173, and Mathematics, 172. This is the first of two methods courses required for candidates certifying to teach General Science in Grades 6-12. Candidates will take this course before taking the continuing course, EDUC 340. Candidates are involved in a study of the materials, methods, and problems in teaching General Science in Grades 6-12. Candidates will work under the direction of an experienced Grades 6-12 General Science teacher and a Centenary Department of Education professor. They will attend seminars on classroom organization and management, the special needs child, the integration of technology into the classroom, learning styles of students, student assessment, multicultural education, and appropriate teaching strategies specific to General Science instruction. Investigative writings will be emphasized. This course will include 33 hours of field-based experiences. Even Springs.

369W. Methods of Teaching German (3)
Prerequisites: EDUC 201, 202; 2.5 GPA; minimum PRAXIS I (PPST) Scores: Reading 174, Writing 173, and Mathematics, 172. This is the first of two methods courses required for candidates certifying to teach German in Grades 6-12. Candidates will take this course before taking the continuing course, EDUC 340. Candidates are involved in a study of the materials, methods, and problems in teaching German in Grades 6-12. Candidates will work under the direction of an experienced Grades 6-12 German teacher and a Centenary Department of Education professor. They will attend seminars on classroom organization and management, the special needs child, the integration of technology into the classroom, learning styles of students, student assessment, multicultural education, and appropriate teaching strategies specific to German instruction. Investigative writings will be emphasized. This course will include 33 hours of field-based experiences. Even Springs.

371W. Methods of Teaching Latin (3)
Prerequisites: EDUC 201, 202; 2.5 GPA; minimum PRAXIS I (PPST) Scores: Reading 174, Writing 173, and Mathematics, 172. This is the first of two methods courses required for candidates certifying to teach Latin in Grades 6-12. Candidates will take this course before taking the continuing course, EDUC 340. Candidates are involved in a study of the materials, methods, and problems in teaching Latin in Grades 6-12. Candidates will work under the direction of an experienced Grades 6-12 Latin teacher and a Centenary Department of Education professor. They will attend seminars on classroom organization and management, the special needs child, the integration of technology into the classroom, learning styles of students, student assessment, multicultural education, and appropriate teaching strategies specific to Latin instruction. Investigative writings will be emphasized. This course will include 33 hours of field-based experiences. Even Springs.

372W. Methods of Teaching Mathematics (3)
Prerequisites: EDUC 201, 202; 2.5 GPA; minimum PRAXIS I (PPST) Scores: Reading 174, Writing 173, and Mathematics, 172. This is the first of two methods courses required for candidates certifying to teach Math in Grades 6-12. Candidates will take this course before taking the continuing course, EDUC 340. Candidates are involved in a study of the materials, methods, and problems in teaching Math in Grades 6-12. Candidates will work under the direction of an experienced Grades 6-12 Math teacher and a Centenary Department of Education professor. They will attend seminars on classroom organization and management, the special needs child, the integration of technology into the classroom, learning styles of students, student assessment, multicultural education, and appropriate teaching strategies specific to Math instruction. Investigative writings will be emphasized. This course will include 33 hours of field-based experiences. Even Springs.

373W. Methods of Teaching Physics (3) Prerequisites: EDUC 201, 202; 2.5 GPA; minimum PRAXIS I (PPST) Scores: Reading 174, Writing 173, and Mathematics, 172. This is the first of two methods courses required for candidates certifying to teach Physics in Grades 6-12. Candidates will take this course before taking the continuing course, EDUC 340. Candidates are involved in a study of the materials, methods, and problems in teaching Physics in modern secondary schools. Candidates will work under the direction of an experienced Grades 6-12 Physics teacher and a Centenary Department of Education professor. They will attend seminars on classroom organization and management, the special needs child, the integration of technology into the classroom, learning styles of students, student assessment, multicultural education, and appropriate teaching strategies specific to Physics instruction. Investigative writings will be emphasized. This course will include 20 hours of field-based experiences. Even Springs.

374W. Methods of Teaching Social Studies (3)
Prerequisites: EDUC 201, 202; 2.5 GPA; minimum PRAXIS I (PPST) Scores: Reading 174, Writing 173, and Mathematics, 172. Required course for those certifying in Grades 6-12 Social Studies. This is the first of two methods courses required for candidates certifying to teach Social Studies in Grades 6-12. Candidates will take this course before taking the continuing course, EDUC 340. Candidates are involved in the study of materials, methods, and problems in teaching Social Studies in Grades 6-12. Candidates will work under the direction of an experienced Grades 6-12 Social Studies teacher and under the direction of a Centenary Department of Education professor. They will attend seminars on classroom management, the special needs child, the integration of technology into the classroom, learning styles of students, student assessment, multicultural education, and appropriate teaching strategies specific to Social Studies instruction. Investigative writings will be emphasized. This course will involve 33 hours of field-based experiences. Even Springs.

375W. Methods of Teaching Spanish (3)
Prerequisites: EDUC 201, 202; 2.5 GPA; minimum PRAXIS I (PPST) Scores: Reading 174, Writing 173, and Mathematics, 172. This is the first of two methods courses required for candidates certifying to teach Spanish in Grades 6-12. Candidates will take this course before taking the continuing course, EDUC 340. Candidates are involved in a study of the materials, methods, and problems in teaching Spanish in modern secondary schools. Candidates will work under the direction of an experienced Grades 6-12 Spanish teacher and a Centenary Department of Education professor. They will attend seminars on classroom organization and management, the special needs child, the integration of technology into the classroom, learning styles of students, student assessment, multicultural education, and appropriate teaching strategies specific to Spanish instruction. Investigative writings will be emphasized. This course will include 33 hours of field-based experiences. Even Springs.

377W. Methods of Teaching Art (3)
Prerequisites: EDUC 201, 202; 2.5 GPA; minimum PRAXIS I (PPST) Scores: Reading 174, Writing 173, and Mathematics, 172. Required course for those certifying in K-12 Art. This is the first of two methods courses required for candidates certifying to teach K-12 Art. Candidates will take this course before taking the continuing course, EDUC 350. Candidates are involved in the study of materials, methods, and problems in teaching Art in K-12 schools. Candidates will work under the direction of two experienced K-12 Art teachers (one from Grades K-5, and one from Grades 6-12), and under the direction of a Centenary Department of Education professor. They will attend seminars on classroom management, the special needs child, the integration of technology into the classroom, learning styles of students, student assessment, multicultural education, and appropriate teaching strategies specific to Art instruction. Investigative writings will be emphasized. This course will involve 33 hours of field-based experiences. Even Springs.

378W. Methods of Teaching Health and Physical Education (3)
Prerequisites: EDUC 201, 202; 2.5 GPA; minimum PRAXIS I (PPST) Scores: Reading 174, Writing 173, and Mathematics, 172. Required course for those certifying in K-12 Health and Physical Education. This is the first of two methods courses required for candidates certifying to teach K-12 Health and Physical Education. Candidates will take this course before taking the continuing course, EDUC 350. Candidates are involved in the study of materials, methods, and problems in teaching Health and Physical Education in K-12 schools. Candidates will work under the direction of two experienced K-12 Health and Physical Education teachers (one from Grades K-5, and one from Grades 6-12), and under the direction of a Centenary Department of Education professor. They will attend seminars on classroom management, the special needs child, the integration of technology into the classroom, learning styles of students, student assessment, multicultural education, and appropriate teaching strategies specific to Health and Physical Education. Investigative writings will be emphasized. This course will involve 33 hours of field-based experiences. Even Springs.

395, 396. Selected Topics (3-3)
A detailed study of an area in education not normally covered in regular education courses. On demand.

430S. Elementary Student Teaching (9)
Prerequisites: 2.5 GPA; satisfactory completion of all other required coursework for the degree except EDUC 471; successful completion of all parts of the PRAXIS. Co-requisite: EDUC 471. Application of the concepts, principles, theories, and research related to development of children through intensive practice teaching under the guidance and supervision of a classroom teacher and college faculty. The special needs of exceptional children and children from cultures other than the dominant one will be addressed. Also candidates will be expected to incorporate technology into their learning and lesson preparation. The candidate will teach seven weeks in a lower elementary grade, and seven weeks in an upper elementary grade. This course is totally field-based including 600 hours in the classroom over a period of 14 weeks, with observations by supervising teachers and college supervisors. The LTAAP will be used throughout the semester as a guideline for evaluation and specific areas of improvement needed. Fall, Spring.

440S. Secondary Student Teaching (9)
Prerequisites: 2.5 GPA; satisfactory completion of all other required coursework for the degree except EDUC 471; successful completion of all parts of the PRAXIS. Co-requisite: EDUC 471. Intensive practice teaching in an all-day secondary school setting, for one semester, under the supervision of a master teacher and college faculty. Candidates enrolled in this nine-hour class will teach under the direction of a (or 2) master teacher(s) in the content area of certification for a period of 14 weeks in an all-day setting. Centenary faculty will frequently monitor and observe the performance of the certification candidate, providing detailed feedback as related to the Louisiana Components of Effective Teaching and other pertinent theories of teaching and learning. Daily meetings will take place with the supervising classroom teacher to discuss plans, strategies, and suggestions for improvement. The LTAAP will be used throughout the semester as a guideline for evaluation and specific areas of improvement needed.
Fall, Spring.

450S. K-12 Student Teaching (9)
Prerequisites: 2.5 GPA; satisfactory completion of all required coursework for the degree except EDUC 471; successful completion of all parts of the PRAXIS. Co-requisite: EDUC 471. This course is designed for candidates completing a program of certification in Grades K-12 (Art, Dance, Health and PE, Music [vocal] and Music [instrumental]). Application of the concepts, principles, theories, and research related to development of students in Grades K-12, through intensive practice teaching under the guidance and supervision of two classroom teachers (one at the K-5 level for seven weeks; one at the 6-12 level for seven weeks) and college faculty. The special needs of exceptional students and students from cultures other than the dominant one will be addressed. Also candidates will be expected to incorporate technology into their teaching and lesson preparation. This course is totally field-based including 600 hours in the classroom over a period of 14 weeks, with observations by supervising teachers and college supervisors. The LTAAP will be used throughout the semester as a guideline for evaluation and specific areas of improvement needed. Fall, Spring.

471. Senior Seminar (1)
Prerequisites: 2.5 GPA; satisfactory completion of all other required coursework for the degree except EDUC 430, EDUC 440, or EDUC 450; successful completion of all parts of the PRAXIS. Corequisite: EDUC 430S, EDUC 440S or EDUC 450S. A weekly one-hour seminar that reviews major teaching practices and classroom situations. Fall, Spring.

199. Module Studies (3)
Special topics offered during Module.

Last updated May 23, 2007.

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