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School of Education
Miriam Shillingsburg, Interim Dean
Office: Greenlawn Hall 101
Telephone: (574) 520-4845
Internet Address: www.iusb.edu/~edud/
Professors:
Freitas, Mettetal, Reck, Sheridan, Shrofel
Associate Professors: Alexander, Chang, K. Clark, Cress, Heck, Holm, Isaacson, Rios, Sage, R. Smith
Assistant Professors: Chase, Davies, Deuschle, Hurst, Koh, J. Lewandowski, Linton, Okrah, Petersen, #9;Skarbek, Spitzer
Lecturers: Bushong, Domina, Hadley, Sprague, Youngs
Faculty Emeriti: Bailey, Calvin, DuVall, James, Krepel, Leggett, Parelius, Petersen, Urbach
Director of Education Student Services, Graduate Advisor, Teacher Certification Officer: Eli
Undergraduate Advisor: Sanders
Director of Student Teaching: L. Young
Coordinator of Professional Development Courses: Stahr
Mission Statement
Through our programs in the School of Education at Indiana University South Bend and our active engagement in the community, we prepare teachers
and other school personnel to be competent, ethical, and reflective
practitioners. Our candidates and faculty are dedicated to continuous learning in order to address the needs of diverse individuals and to prepare them for the complexities of a rapidly changing world. As
part of a public comprehensive university and through our service to schools we strive to make a positive difference in the community within and beyond north central Indiana.
Conceptual Framework
Advanced Programs
The members of the faculty and staff in the School of Education have a clear commitment to preparing educators who can teach and provide services to learners from diverse backgrounds and who can use technology to enhance their instruction. The following sections summarize this Conceptual Framework.
Competent Professionals
Graduates from IU South Bend education programs are well versed in the knowledge of the subject matter and how to teach that subject matter to diverse learners.
Ethical Dispositions
Graduates from IU South Bend programs are caring and ethical teachers, counselors, and leaders who are able to support learning and development in all students. The professional dispositions are based on the Indiana Professional Standards Board's standards, and the code of ethics from the National Education Association. Education students must demonstrate their commitment to attaining excellence in teaching and learning. Through their performance in the university classroom and in the field, all education students demonstrate their ability to be collaborative, caring professionals dedicated to meeting the needs of diverse learners.
Reflective Practice
All education students in the School of Education are reflective practitioners and decision-makers who are able to analyze and grow from their individual professional experience throughout their careers. Education students are to develop habits of reflection as they proceed through their teacher education programs.
Commitment to Diversity
Educators prepared at IU South Bend are able to support the learning of all of their students. Graduates have the knowledge, dispositions, and skills needed to meet the needs of students in today's diverse classrooms.
Commitment to the Integration of Technology
Educators prepared at IU South Bend have the knowledge, dispositions, and skills needed to effectively use technology to help students learn. They are prepared to use technology to establish connections with families, community resources, and other experts. Education students are expected to incorporate technology throughout their course work and clinical experiences.
Unit Assessment System for Graduate/Advanced Programs
Students in advanced/graduate programs must attain the academic standards discussed in this Campus Bulletin. In addition, each candidate will be assessed at three checkpoints during the program. Assessments will include reviewing the student's GPA and related academic progress, assessing professional dispositions, and reviewing specific artifacts according to the program of study. Students in the School of Education will be required to purchase and submit required artifacts in Livetext at designated checkpoints in the Unit Assessment System. Students will be evaluated by program faculty to ensure fairness in all areas. These assessments are referred to the Unit Assessment System for graduate/ advanced programs.
Student progress will be continuously monitored. Student artifacts will be reviewed by faculty at the following checkpoints:
Checkpoint One: Entry into specific program.
Checkpoint Two: At a designated mid-point during the program.
Checkpoint Three: Before receiving a recommendation for degree.
Checkpoints will vary among programs. Additional checkpoints may be required in some programs. Candidates should consult with the program coordinator and the specific program handbook to determine exact checkpoints and artifacts.
Master of Science in Education
Contact: Director of Education Student Services
Office: Greenlawn Hall 120
Telephone: (574) 520-4845
Internet Address: www.iusb.edu/~edud/
Program Objectives
The School of Education attempts to provide appropriate educational experiences for graduate students who are working for advanced degrees, for new teaching licenses, for transfer to other institutions, or for professional development in their fields. Applicants must indicate their goal on the application. The applicant can apply for only one degree at a time, although certification and professional development work may be included. If the applicant changes goals, a new application must be filed. Admission to one program does not assure admission to another.
Admission Procedures
Admission to specific programs may require additional steps as described in the program specific admission requirements and procedures section of this Campus Bulletin. All programs require the following steps:
1. File the application for admission to graduate study. Applications may not be filed for the master’s degree program until all academic work has been completed for the student’s bachelor’s degree program. It is highly recommended an appointment be made with an academic advisor.
2. Obtain official transcripts from all institutions other than Indiana University where the applicant has taken courses previously.
3. Contact the Education Student Services Office to complete the admission process. A graduate advisor will prepare an initial degree program outline. The student and the advisor together will plan and periodically review the student’s program so that:
a. The mandatory program requirements are met.
b. The student will continually strengthen those areas which the student (or the advisor) believes are in need of strengthening.
4. International students wishing to enroll must submit the international student admission materials and the IU South Bend Master of Science in Education degree application to the IU South Bend Office of International Student Services. This must be done before they may be considered for admission to a graduate program. All students must present evidence of proficiency in English if their native language is not English. Applicants must score 550 or above on the Test of English as a Foreign Language (TOEFL) before they are eligible for unconditional admission.
5. Undergraduates who are in the final semester of an undergraduate degree program and who complete the requirements within that semester may be admitted to graduate study. Courses open to graduate students that will not be included as part of the undergraduate degree requirements may be taken during that semester and will count toward the higher degree. Failure to obtain the bachelor’s degree at the end of the semester will nullify graduate credit for the courses taken. The application previously submitted for graduate work may be validated by notification of receipt of the bachelor’s degree. All undergraduates must receive written permission from the advisor/counselor, School of Education, prior to enrolling in a graduate course.
6. A check or money order payable to Indiana University for the application fee.
7. Applicants must submit all materials to the Education Student Services Office, Greenlawn Hall 120, IU South Bend. The mailing address is:
Education Student Services Office
Indiana University South Bend
1700 Mishawaka Avenue
Post Office Box 7111
South Bend, Indiana 46634-7111
8. Additional requirements may vary according to the individual programs.
Graduate Admission Requirements
An applicant who has met all admission requirements listed for the appropriate program may be admitted unconditionally. Enrollment in at least one course within two years of the date of admission is required to maintain admission status. If the student does not enroll during the two-year period, a new application is required. The following are required for admission into graduate degree programs beginning in May 2005:
• Applicants must have earned a bachelor's degree from a regionally accredited institution of higher learning with a 2.50 GPA or higher.
• Applicants must take the Graduate Record Examination and earn a combined quantitative and verbal score of 700 with a minimum score of 350 in each area. Certain programs may require higher scores.
• Meet all additional admissions requirements of the specific programs or divisions within the School of Education. Students must have admission approved by the program coordinator in such program or division.
• Complete a School of Education graduate admission form.
The admission date of each candidate will be noted on the graduate admission form.
Program Specific Admission Requirements and Procedures
The following requirements and procedures apply to specific programs:
Counseling and Human Services
• General application requirements and procedures as described in preceding section on admission.
• Additional items to be submitted prior to the first EDUC-G 500 Orientation to Counseling and Ethics class session include a written statement of personal philosophy and three letters of recommendation.
• Documented paid or volunteer experience in the human services or related field.
• Successful completion of EDUC-G 500 Orientation to Counseling and Ethics (offered in the fall of each year).
• An interview with resident faculty, generally scheduled near the end of the EDUC-G 500 Orientation to Counseling and Ethics. Candidates must be enrolled in the EDUC-G 500 Orientation to Counseling and Ethics (or have already completed it) and have furnished all of the above materials to qualify for an interview.
• Candidates selected for the program will make a commitment to progress through the program, and participate as members of an established reference group, for approximately three years or until graduation.
Elementary Education
• General application requirements and procedures as described in preceding section on admission.
• Elementary education students must earn a combined GRE score of 750; with a minimum of 350 in mathematics and 350 in verbal.
• Approval of application by the director of the program.
Educational Leadership
Admission to the Master of Science in Education degree program with certification in School Administration requires:
• General application requirements and procedures as described in the preceding section on admission.
• A completed master’s degree, be eligible for a Master of Science in Education, or be enrolled in such a program. This requirement presumes that every applicant will have completed the following foundation courses:
EDUC-H 520 Education and Social Issues
EDUC-P 503 Introduction to Research
EDUC-P 507 Assessment in the Schools
One of the following:
EDUC-E 535 Elementary School Curriculum
EDUC-S 503 Secondary School Curriculum
EDUC-S 530 Junior High and Middle School Curriculum
One of the following:
EDUC-P 515 Child Development
EDUC-P 516 Adolescent Behavior and Development
• Five years of successful classroom experience.
• Transcripts attesting to a cumulative graduate GPA of 3.0 or better for those entering with a Master of Science degree and a 2.5 cumulative GPA for those entering with a bachelor’s degree.
• A Graduate Records Examination combined minimum score of 750; with a minimum verbal score of 400 and a minimum quantitative score of 350, taken within the last five years.
• Submit an application form and graduate fee, a 250 word essay on an assigned topic, and three letters of recommendation from practicing administrators who can attest to the candidate’s leadership ability.
• The candidate will successfully complete an interview with the director of educational leadership before preliminary admission will be granted.
• Applicants who meet the requirements will be admitted to EDUC-A 500 Introduction to Educational Leadership, the introductory course in the program. At the conclusion of EDUC-A 500 Introduction to Educational Leadership, candidates will need to successfully complete Checkpoint One, described on page 213, as well as a screening activity by the instructor and selected practitioners before being officially admitted to the two-year program.
Secondary Education
• General application requirements and procedures as described in preceding section on admission.
• Approval of application by the director of the program.
• Secondary students must earn a combined GRE score of 750; with a 350 minimum in mathematics and a 350 minimum in verbal.
Secondary Education with Certification
Students who have already completed a bachelor’s degree in a field outside of education and who then decide that they want to enter the field of teaching must complete a number of education courses, as well as remove other deficiencies in their area of specialization to obtain state certification.
This program allows candidates for teacher certification in secondary education who already have a bachelor’s degree in a different field to pursue state certification requirements, meet all of the School of Education’s professional undergraduate requirements, and meet the requirements for a master’s degree at the same time.
All required education courses for certification, except student teaching, are taken at the graduate level. If degree candidates have course deficiencies related to their teaching specialties, additional undergraduate courses may be required. The basic admission requirements for the Master of Science in Education, Secondary Education apply.
Special Education
• General application requirements and procedures as described in preceding section on admission.
• Written responses to a series of questions aligned with the School of Education Conceptual Framework.
• Three professional letters of recommendations.
• Statement of philosophy for educating students with disabilities.
Most students who apply to the Master of Science in Education, Special Education program, will also be interested in completing additional licensure requirements. For licensure requirement information, contact the academic advisor in the Education Student Services Office.
Adding a Teaching License to a Non-Education Bachelor’s Degree
The following procedure applies to students wishing to obtain an Indiana teaching license who have received a bachelor’s degree in an area other than education.
Teacher Licensing Procedures
Those who decide to pursue teacher certification at IU South Bend must complete a formal application to the university. The application can be obtained from the Education Student Services Office.
Applicants are encouraged to obtain a program sheet from the Education Student Services Office. This will give students a general idea of the required course work needed to complete their intended certification (licensure).
If the applicant decides to pursue the certification, an official evaluation is done during a mandatory appointment with the teacher certification officer. An official transcript showing previous academic work is compared to the IU South Bend Teacher Education Program of choice, i.e., elementary, special education, etc. It is then determined which additional courses are necessary to achieve licensure. During that appointment other pertinent facts regarding the Teacher Education Program at IU South Bend are shared.
Official transcripts from all colleges/universities attended must also be submitted. Evaluations will not be completed until all materials are received.
Once the evaluation is completed, it will be returned to the applicant. If there are any questions regarding the evaluation, an appointment can be made with a graduate advisor from the Education Student Services Office. All of the above information will be reviewed by the Education Student Services Office and an appropriate licensure program will be developed with the student.
Program changes may occur as mandated by the Indiana Professional Standards Board. Every effort will be made to ease the transition between changing requirements so as not to jeopardize the progress of matriculated students. Students are advised to confer with the advisors in the Education Student Services Office concerning educational requirements. Current program information will be available on the School of Education Web site at www.iusb.edu/~edud/.
Those holding an Indiana license (in-state) who wish to add to that license or who have never held certification (licensure) may request an official evaluation from the IU South Bend Education Student Services Office.
Out-Of-State Teaching License
Those holding a degree in education from an out-of-state institution or an out-of-state teaching license must go through the Indiana Professional Standards Board for an evaluation. The following materials must be sent for the Indiana Professional Standards Board to do their evaluation:
• Official transcripts from colleges/universities attended
• Copy of the out-of-state teacher license (if applicable)
• Evaluation fee (currently $35 plus $35 license application fee)
• Letter requesting evaluation
• TEC-2 form available in the Education Student Services Office. Send to:
Indiana Professional Standards Board
101 West Ohio Street, Suite 300
Indianapolis, Indiana 46204
• Background criminal history check
Note: Students who enter the School of Education prior to July 2002 are under the guidelines of the Rules 46-47 of the Teacher Education and Certification Handbook. Students under the guidelines of Rules 46-47 must meet a May 15, 2006, deadline and have all requirements successfully completed and paperwork submitted to the Education Student Services Office. Students who enter the school after July 2002 are under the guidelines of Rules 2002. Students are advised to confer with the staff of the Education Student Services Office concerning the current educational requirements.
General Requirements
Basic Requirements
• A student must be admitted unconditionally to graduate study, or, if allowed to enter conditionally, must remove the conditions satisfactorily within one year of admission. Enrollment in at least one course within two years of the date of unconditional admission is required to maintain admission status.
• A student must complete a minimum of 36 credit hours (55 credit hours in counseling and human services).
• A student may apply a maximum of 6 credit hours toward the degree gained through workshops and/or conferences that carry college credit. Credit acquired in activity courses or in work taken by correspondence will not apply toward degree requirements.
• Course work used to complete the requirements for a previous master’s degree will not be accepted as credit for the degree Master of Science in Education.
Completion of requirements for the degree Master of Science in Education does not necessarily mean that a student has met requirements for professional teaching, administrative, or supervisory certification. For current certification information, students must contact the Education Student Services Office.
Semester Load
Indiana University defines full-time status for graduate students as enrollment in a minimum of 8 credit hours per semester. Half-time status is enrollment in a minimum of 4 credit hours per semester.
Residence
The residence requirement for the degree Master of Science in Education at IU South Bend may be met by completion of at least 15 of the 36 credit hours on the IU South Bend campus.
Grade Point Average
Students must maintain a cumulative GPA of 3.0 in all work to be eligible for the degree Master of Science in Education. An overall 2.5 cumulative GPA must be earned to meet certification requirements. Refer to undergraduate academic policies for other requirements that may apply to graduate students pursuing standard teacher certification programs at IU South Bend; then consult an advisor.
The School of Education at IU South Bend will not accept D grades earned at IU South Bend or at any institution for credit toward a graduate degree. No grade below C (2.0) will be accepted in the student’s concentration area(s) for any teacher certification program. The latter rule applies to various certification areas as follows:
—For students majoring in elementary education, this rule applies to professional education courses.
—For students majoring in secondary education, this rule applies to:
• Professional Education,
• Major (primary), and
• Minor (supporting) courses.
—For students majoring in special education, this rule applies to:
• Professional education, and
• Major courses.
Policy for Transfer of Course into Graduate Degree Programs
As of the fall 2005 semester, students seeking a graduate degree in the School of Education may request a transfer of a maximum of 12 credit hours of required courses from any institution, including IU South Bend, into School of Education graduate degree programs. Each program in the School of Education may further limit the number of transfer credit hours and specific courses that may be transferred. The transfer of all courses must be approved by the program coordinator or a designee. All courses transferred into graduate degree programs in the School of Education must have a grade of B or better.
Pass/Fail Option
Any graduate student may choose to be evaluated on a Pass/Fail basis (P/F) in any elective course, up to a maximum of four courses per degree program and not more than two courses in any calendar year. A Master of Science in Education degree candidate may not elect the Pass/Fail option for any of the credit hours required in the major, minor, or any area of certification.
A student choosing the Pass/Fail (P/F) option for an elective course must do so during the first three weeks of a regular semester or during the first two weeks of a summer session by processing the prescribed request in the Education Student Services Office. This election is not reversible.
Application for Graduate Degree
An application for a degree must be completed and filed six months before the degree is to be granted. The application is to be filed in the Education Student Services Office. Failure to file this application by the proper deadline may result in failure to graduate at the expected time. The responsibility for checking degree requirements rests with the student.
Retention in Graduate Study
• Students failing to maintain a B (3.0) average in all work taken after the bachelor’s degree will be placed on academic probation and so notified. If a student fails to remove the probationary status during the next enrollment period, the privilege of continuing in the School of Education may be denied. Students who have been dismissed from the School of Education are not eligible for recommendation for teaching or other licenses. Students who have been dismissed may appeal to the office of the dean if there are extenuating circumstances that may not have been considered.
• A student who has been admitted to the School of Education but denied admission to a particular program may not take any further work in that area of study unless the program agrees to the continued work.
• All work must be completed within six calendar years from the date of the receipt of a grade in the first course that is to be used toward the degree.
• All graduate students are expected to abide by all specific program policies. In addition to academic performance, IU South Bend's graduate students will be evaluated on the basis of their professional conduct and dispositions. Unsatisfactory professional conduct or unprofessional dispositions observed on the part of a graduate student in the School of Education in classes at IU South Bend or in field or clinical experiences, may result in that student's dismissal from the graduate program. Dispositions will be assessed as part of the Unit Assessment System. Also, a Letter of Concern will serve as documentation of concerns related to professional conduct or dispositions. School of Education procedures will be followed when documenting concerns about dispositions with a letter of concern. Letter of Concern procedures are described in detail in this Campus Bulletin on page 86.
NOTE: Electronic mail (e-mail) is the official means of communication with students at IU South Bend. A student’s failure to receive or read official university communications sent to the student’s official e-mail address does not absolve the student from knowing and complying with the content of the official communication. It is recommended that students check e-mail messages at least once a day. Students will be made aware of program changes via e-mail sent to their university address.
Counseling and Human Services
Coordinator: Alexander
Contact: Director of Education Student Services
Office: Greenlawn Hall 120
Telephone: (574) 520-4845
Internet Address:
www.iusb.edu/~edud/counsel/index.shtml
The IU South Bend Counseling and Human Services Program provides quality professional education to graduate students seeking counseling careers in education, mental health services, business, and community or government agencies. The curriculum provides theoretical courses and supervised professional experiences. Internship experiences are also offered for those seeking state licensure.
Students enrolled in the program come from a variety of undergraduate backgrounds, with the majority of students being employed full time while attending graduate school. Students may choose from the community or school counseling tracks. Counseling graduates successfully serve in institutions of higher education, in area personnel departments, in administrative positions in social agencies, as well as counsel in public and private counseling agencies. Graduates in school counseling are prepared to serve grades K-12 and have found jobs in area schools.
The program is limited to 24 students selected each year who work together over a three-year period to complete the degree of Master of Science in Education, Counseling and Human Services.
Additional Admission Requirements
• General application requirements and procedures as described in preceding section on admission.
• Additional items to be submitted prior to the first EDUC-G 500 Orientation to Counseling and Ethics class session include a written statement of personal philosophy and three letters of recommendation.
• Documented paid or volunteer experience in the human services or related field is desired.
• Successful completion of EDUC-G 500 Orientation to Counseling and Ethics (offered in the fall of each year).
• An interview with resident faculty, generally scheduled near the end of the EDUC-G 500 Orientation to Counseling and Ethics. Candidates must be enrolled in the EDUC-G 500 Orientation to Counseling and Ethics (or have already completed it) and have furnished all of the above materials to qualify for an interview.
• Candidates selected for the program will make a commitment to progress through the program, and participate as members of an established reference group, for approximately three years or until graduation.
Program Requirements
School Counseling Track
First Year Courses
EDUC-G 500 Orientation to Counseling and Ethics
EDUC-G 505 Individual Appraisal: Principles and Procedures
EDUC-G 506 Personality Development: Growth of Normal and Deviant Styles
EDUC-G 522 Counseling Theory
EDUC-G 532 Introduction to Group Counseling
EDUC-P 514 Life Span Development: Birth-Death
Students must register for EDUC-P 506 Topic Workshop in Education Psychology each semester.
Second Year Courses
EDUC-G 501 Counseling Group Laboratory
EDUC-G 506 Personality Development: Growth of Normal and Deviant Styles
EDUC-G 507 Lifestyle and Career Development
EDUC-G 524 Practicum in Counseling
EDUC-G 562 School Counseling: Intervention, Consultation, and Program Development
EDUC-P 503 Introduction to Research
Students must register for EDUC-P 506 Topic Workshop in Education Psychology each semester.
Third Year Courses
EDUC-G 501 Counseling Group Laboratory
EDUC-G 506 Personality Development: Growth of Normal and Deviant Styles
EDUC-G 525 Advanced Practicum (for certified teachers instead of EDUC-G 550)
EDUC-G 550 Internship in Counseling and Guidance (School counselors who hold a teaching certificate may take an elective in place of EDUC-G 550 during the spring semester)
EDUC-G 575 Multicultural Counseling
EDUC-G 592 Seminar in Drug/Alcohol Abuse Prevention
EDUC-G 598 Comprehensive Examination in Counseling (0 cr.)
EDUC-G 599 Specialization Project in Counseling (0 cr.)
Students must register for EDUC-P 506 Topic Workshop in Education Psychology each semester.
Community Counseling
First Year Courses
EDUC-G 500 Orientation to Counseling and Ethics
EDUC-G 505 Individual Appraisal: Principles and Procedures
EDUC-G 506 Personality Development: Growth of Normal and Deviant Styles
EDUC-G 522 Counseling Theory
EDUC-G 532 Introduction to Group Counseling
EDUC-P 514 Life Span Development: Birth-Death
Students must register for EDUC-P 506 Topic Workshop in Education Psychology each semester.
Second Year Courses
EDUC-G 501 Counseling Group Laboratory
EDUC-G 506 Personality Development: Growth of Normal and Deviant Styles
EDUC-G 507 Lifestyle and Career Development
EDUC-G 524 Practicum in Counseling
EDUC-G 563 Foundations of Mental Health Counseling
EDUC-P 503 Introduction to Research
Students must register for EDUC-P 506 Topic Workshop in Education Psychology each semester.
Third Year Courses
EDUC-G 501 Counseling Group Laboratory
EDUC-G 506 Personality Development: Growth of Normal and Deviant Styles
EDUC-G 550 Internship in School Counseling and Guidance
EDUC-G 575 Multicultural Counseling
EDUC-G 592 Seminar in Drug/Alcohol Abuse Prevention
EDUC-G 598 Comprehensive Examination in Counseling (0 cr.)
EDUC-G 599 Specialization Project in Counseling (0 cr.)
Students must register for EDUC-P 506 Topic Workshop in Education Psychology each semester.
Professional Certification in School Services–Counselor (Post Master’s)
The professional certification program for school counselors provides training for those persons interested in identifying, developing, and demonstrating advanced skills in counseling and related fields.
A professional license in school counseling requires the completion of specified professional education courses beyond the master’s degree. These courses are designed to meet requirements for professional education for school counselors and the elective components of the classroom teacher and administrator specialists degree.
Professional Certification Requirements
Completion of three years experience in accredited schools as a school counselor subsequent to the issuance of the standard license, with at least half of the time spent in counseling.
Completion of 18 or more graduate credit hours in counselor education, beyond the credit hours required for the standard license, including at least one course from at least four of the following areas:
• Evaluation and accountability
• Consultation
• Advanced practicum
• Statistics, research, computer technology
• Supervision of counseling programs
• Strategies for developing and expanding human potential
• Program management
• Family counseling
Recommendation of the counseling and human services faculty for the professional license.
Early Childhood Education
Coordinator: Cress
Contact: Director of Education Student Services
Office: Greenlawn Hall 120
Telephone: (574) 520-4845
Internet Address: www.iusb.edu/~edud/
Admission Requirements
• General application requirements and procedures as described in preceding section on admission.
• Approval of application by the director of the elementary education program.
Program Requirements
Program requirements consist of basic and concentration courses to complete the degree Master of Science in Education, Early Childhood Education.
(All courses are 3 cr. hours unless otherwise designated.)
Basic Requirements (18-21 cr.)
EDUC-P 515 Child Development
EDUC-E 506 Curriculum in Early Childhood Education
EDUC-H 520 Education and Social Issues
EDUC-P 507 Assessment in the Schools
EDUC-P 503 Introduction to Research
EDUC-E 591 Research Project in Elementary Education
EDUC-K 505 Introduction to Special Education for Graduate Students (if no undergraduate equivalent has been taken)
Concentration in Early Childhood Education (18 cr.)
EDUC-E 508 Seminar in Early Childhood Education
EDUC-E 505 Organization and Administration of Nursery Schools and Kindergartens
EDUC-E 507 Evaluation of Classroom Behavior
EDUC-E 524 Workshop in Early Childhood Education
EDUC-E 509 Internship in Early Childhood Education
EDUC-E 449 Trade Books in the Classroom
Educational Leadership
Coordinator:
Chase
Contact: Director of Education Student Services
Office: Greenlawn Hall 120
Telephone: (574) 520-4845
Internet Address: www.iusb.edu/~edud/
The Educational Leadership program was developed especially for those who desire licensure for a principalship in Indiana. The Indiana principal licensure is a PK-12 license and the IU South Bend cohort program addresses the knowledge, dispositions, and performances required of school leaders.
There are two methods for obtaining the necessary course work to complete the program:
• For those who already possess a master's degree and prerequisites, there is a 27 credit hour cohort program.
• For those who do not yet have a master's degree, there is a combined Master of Science in Education with an emphasis in elementary or secondary, combined with the 27 credit hour Educational Leadership cohort program to obtain licensure for the principalship.
IU South Bend's Educational Leadership program utilizes extensive field experiences, authentic learning, and problem solving as major ingredients for each course; leaving students informed, skilled, and well prepared for successful completion of the state licensing examination. The two-year cohort structure insures a consistently small class size and promotes the development of close and supportive collegial bonds. At the time students graduate, they have not only acquired the essential skills for successful schools, but they have also established a strong professional network, essential to success as an administrator.
Program Requirements
Master of Science in Education, Secondary or Elementary education with K-12 licensure in Educational Leadership. Students must have prior approval from the director of educational leadership to be sure all prerequisites have been met.
(All courses are 3 cr. hours unless otherwise designated.)
Prerequisites (24 cr.)
Prerequisites to admission to the school leadership major: Student must possess knowledge of the following areas:
EDUC-W 200 Microcomputing for Education: An Introduction (or equivalent of 3 cr.)
(recent=5 years or proficient)
One of the following:
EDUC-K 205 Introduction to Exceptional Children
EDUC-K 505 Introduction to Special Education for Graduate Students (equivalent of 3 cr.)
(recent=5 years or proficient)
EDUC-H 520 Education and Social Issues
One of the following (depending on prior course work):
EDUC-E 535 Elementary School Curriculum
EDUC-S 530 Junior High and Middle School Curriculum
EDUC-S 503 Secondary School Curriculum
One of the following (depending on prior course work):
EDUC-P 515 Child Development
EDUC-P 516 Adolescent Behavior and Development
EDUC-P 507 Assessment in the Schools
EDUC-P 503 Introduction to Research
Core Courses (27 cr.)
EDUC-A 500 Introduction to Educational Leadership
EDUC-A 630 Economic Dimensions of Education
EDUC-A 608 Legal Perspectives on Education
EDUC-A 504 Knowledge of Teaching and Learning (6 cr.)
EDUC-A 625 Administration of Elementary Schools (6 cr.)
EDUC-A 627 Secondary School Administration (6 cr.)
EDUC-A 510 School-Community Relations
EDUC-A 590 Research in School Administration
Elementary Education
Coordinator: Holm
Contact: Director of Education Student Services
Office: Greenlawn Hall 120
Telephone: (574) 520-4845
Internet Address: www.iusb.edu/~edud/
The Elementary Education program covers early childhood and middle childhood developmental levels. Graduates are licensed to teach in elementary, primary, and intermediate settings.
Graduate Certification Students
Graduate students interested in completing a license in elementary education will be advised on an individual basis. Students must complete an application for admission to the graduate licensure program. After completing an application, students must arrange for an appointment to meet with an academic advisor. In most cases, students will need a transcript from their undergraduate degree program and from all other postbaccalaureate programs in order to plan an appropriate course of study with an advisor.
Master of Science in Education Students
Graduate students may complete a Master of Science in Education, Elementary. Students will complete at least 36 hours of course work for this degree. Again, students will be advised on an individual basis. Students interested in discussing degree requirements should contact the Education Student Services Office to arrange an appointment. All students will complete a research project during their last two semesters of their graduate program.
Admission Requirements
Admission requirements are specified in the preceding section and include:
• General application requirements and procedures as described in preceding section on admission.
• Approval of application by the director of the Elementary Education program.
Master of Science in Education, Elementary Program Requirements
(All courses are 3 cr. hours unless otherwise designated.)
Professional Education (18-21 cr.)
EDUC-P 515 Child Development
EDUC-E 535 Elementary School Curriculum
EDUC-H 520 Education and Social Issues
EDUC-P 507 Assessment in the Schools
EDUC-P 503 Introduction to Research
EDUC-E 591 Research Project in Elementary Education
EDUC-K 505 Introduction to Special Education for Graduate Students (if no undergraduate equivalent has been taken)
Generalist/Curriculum & Instruction Focus (18 cr.)
EDUC-E 543 Advanced Study in the Teaching of Mathematics in the Elementary Schools
EDUC-E 547 Advanced Study in the Teaching of Social Studies in Elementary School
EDUC-J 511 Methods of Individualizing Instruction
EDUC-P 570 Managing Classroom Behavior
One of the following:
EDUC-E 545 Advanced Study in the Teaching of Reading in Elementary School
EDUC-E 549 Advanced Study in the Teaching of Language Arts in Elementary School
One of the following:
EDUC-E 548 Advanced Study in the Teaching of Science in the Elementary School
EDUC-E 555 Topics in Environmental Science
Master of Science in Education, Elementary with a Literacy Focus
Program Requirements (18-21 cr.)
(All courses are 3 cr. hours unless otherwise designated.)
EDUC- P 515 Child Development
EDUC-E 535 Elementary School Curriculum
EDUC-H 520 Education and Social Issues
EDUC-P 507 Assessment in the Schools
EDUC-P 503 Introduction to Research
EDUC-E 591 Research Project in Elementary Education
EDUC-K 505 Introduction to Special Education for Graduate Students (if no undergraduate equivalent has been taken).
Add to Early Childhood/Middle Childhood (18 cr.)
EDUC-E 545 Advanced Study in the Teaching of Reading in Elementary School
One of the following:
EDUC-L 559 Trade Books in Elementary Classrooms
EDUC-L 533 Library Materials for Children and Young Adults
EDUC-X 501 Critical Reading in the Content Areas
EDUC-X 502 Sociological, Psychological, and Linguistic Perspectives on Reading and Language
EDUC-X 504 Diagnosis of Reading Difficulties in the Classroom
EDUC-X 525 Practicum in Reading (1-4 cr.)
Master of Science in Education, Elementary with an Early Childhood Focus
Program Requirements
(All courses are 3 cr. hours unless otherwise designated.)
EDUC-P 515 Child Development
EDUC-E 506 Curriculum in Early Childhood Education
EDUC-H 520 Education and Social Issues
EDUC-P 507 Assessment in the Schools
EDUC-P 503 Introduction to Research
EDUC-E 591 Research Project in Elementary Education
EDUC-K 505 Introduction to Special Education for Graduate Students (if no undergraduate equivalent has been taken)
Courses for concentration in Early Childhood Education
EDUC-E 508 Seminar in Early Childhood Education
EDUC-E 505 Organization and Administration of Nursery Schools and Kindergartens
EDUC-E 507 Evaluation of Classroom Behavior
EDUC-E 524 Workshop in Early Childhood Education
EDUC-E 509 Internship in Early Childhood Education
EDUC-E 449 Trade Books in the Classroom
New Program Pending
A program for a Master of Science in Education, Elementary with a focus on English as a New Language is pending approval. Check with the Education Student Services Office if interested in this area of study.
Secondary Education
Coordinator: Sage
Contact: Director of Education Student Services
Office: Greenlawn Hall 120
Telephone: (574) 520-4845
Internet Address: www.iusb.edu/~edud/
Master of Science in Education, Secondary
Students entering the graduate secondary education master’s degree program at IU South Bend are primarily practicing professionals in the field of secondary (middle school and high school) education. The goal of our program is to support them as professionals and foster a commitment to acquire and use professional knowledge, skills, and dispositions to prepare them for the future.
The candidate for the Master of Science in Education, Secondary degree will require a minimum of 36 credit hours of graduate courses in the content area, in professional education, and in research; including a capstone research project during their last two semesters. For an application or advising information, including specific course work, please contact the IU South Bend School of Education Student Services Office to make an appointment with the graduate advisor.
Graduate Certification Students
Graduate students interested in completing a license in secondary education will be advised on an individual basis. Students must complete an application for admission to the graduate licensure program. After completing an application, students should arrange for an appointment to meet with an academic advisor. In most cases, students will need a transcript from their undergraduate degree program and from all other postbaccalaureate programs in order to plan an appropriate course of study with an advisor.
Admission Requirements
• General application requirements and procedures as described in preceding section on admission.
• Approval of application by the director of the secondary education program.
Program Requirements
(All courses are 3 cr. hours unless otherwise designated.)
Block I (21 cr.)
EDUC-H 520 Education and Social Issues
EDUC-K xxx Exceptional Learner in the Secondary School
EDUC-P 503 Introduction to Research
EDUC-P 507 Assessment in the Schools
EDUC-P 516 Adolescent Behavior and Development
EDUC-R 503 Application of Instructional Media and Technology
One of the following:
EDUC-S 503 Secondary School Curriculum
EDUC-S 530 Junior High and Middle School Curriculum
Block II–Elective Focus (15 cr.)
EDUC-S 591 Research Project in Secondary Education
Students choose a focus area and select 12 credit hours of elective courses
xxx = course under development
Secondary Education with Certification
(for students with a non-education bachelor’s degree)
Students who have already completed a bachelor’s degree in a field outside of education and who then decide that they want to enter the field of teaching must complete a number of education courses, as well as remove other deficiencies in their area of specialization to obtain state certification.
This program allows candidates for teacher certification in secondary education who already have a bachelor’s degree in a different field to pursue state certification requirements, to meet all of the School of Education’s professional undergraduate requirements, and to meet the requirements for a master’s degree at the same time.
This program is for students who already possess a bachelor’s degree in a field outside of education and who want to obtain an Indiana teaching license. If the individual has deficiencies in the content area, additional courses may be required.
Students should make an appointment with an advisor in the Education Student Services Office, Greenlawn Hall 120, for an evaluation.
(All courses are 3 cr. hours unless otherwise designated.)
Block I–Professional Education/Foundations (21 cr.)
EDUC-H 520 Education and Social Issues
EDUC-K 505 Introduction to Special Education for Graduate Students
EDUC-M 501 Laboratory/Field Experience
EDUC-P 507 Assessment in the Schools
EDUC-P 510 Psychology in Teaching
EDUC-R 503 Application of Instructional Media and Technology
EDUC-S 512 Workshop in Secondary Education
One of the following:
EDUC-S 503 Secondary School Curriculum
EDUC-S 530 Junior High and Middle School Curriculum
Block II–Pedagogical Content/Advanced Methods Courses/Student Teaching (30 cr.)
EDUC-K xxx Exceptional Learner in the Secondary School
EDUC-M 401 Laboratory/Field Experience (0-1 cr.) (to accompany advanced methods class)
EDUC-M 451 Student Teaching in the Junior High/Middle School
EDUC-M 480 Student Teaching in the Secondary School
EDUC-P 475 Adolescent Development and Classroom Management
EDUC-P 503 Introduction to Research
EDUC-S 514 Advanced Study in the Teaching of Reading in the Junior High and Secondary School
EDUC-S 591 Research Project in Secondary Education
One of the following:
EDUC-S 516 Advanced Study in the Teaching of Secondary School English Language Arts
EDUC-S 517 Advanced Study in the Teaching of Secondary School Mathematics
EDUC-S 518 Advanced Study in the Teaching of Secondary School Science
EDUC-S 519 Advanced Study in the Teaching of Secondary School Social Studies
EDUC-S 520 Advanced Study in the Teaching of Foreign Language
xxx = course under development
Master of Science in Education, Secondary with Reading Certification
(All courses are 3 cr. hours unless otherwise designated.)
Block I–Foundations (18 cr.)
EDUC-H 520 Education and Social Issues
EDUC-P 516 Adolescent Behavior and Development
EDUC-P 507 Assessment in the Schools
EDUC-P 503 Introduction to Research
EDUC-S 591 Research Project in Secondary Education (taken at end of program)
One of the following:
EDUC-S 503 Secondary School Curriculum
EDUC-S 530 Junior High and Middle School Curriculum
Block II–Pedagogical Content Courses (18 cr.)
EDUC-S 514 Advanced Study in the Teaching of Reading in the Junior High and Secondary School
EDUC-X 501 Critical Reading in the Content Areas
EDUC-X 504 Diagnosis of Reading Difficulties in the Classroom
EDUC-X 525 Practicum in Reading
One of the following:
ENG-L 376 Literature for Adolescents
EDUC-L 533 Library Materials for Children and Young Adults
One of the following:
EDUC-X 502 Sociological, Psychological, and Linguistic Perspectives on Reading and Language
ENG-G 552 Linguistics and the Teacher of English (4 cr.)
Graduate Certification in Secondary Education
The purpose of this program is to allow candidates who already have a bachelor’s degree to obtain a state teaching license. The program is structured to meet all of the School of Education’s professional education requirements (approximately 43 credit hours) and allows the candidate to meet the requirements of a Master of Science in Education degree concurrently. Secondary graduate certification candidates must complete a number of education courses as well as any relevant additional courses in their area of specialization to obtain state licensure. Successful graduates will obtain state licensure for the middle school (early adolescence) and high school (adolescent/young adult) settings in one or more of the following content areas corresponding with the existing bachelor’s degree:
• Mathematics
• English
• Foreign Language (French or Spanish)
• Social Studies (student selects three areas from the following six options: historical perspectives, government and citizenship, geographical perspectives, economics, psychology, and sociology)
• Science (student selects one or more areas from the following: life science, earth/space science, physical science, physics, chemistry, or life and earth/space science)
Students may also add the following areas to any of the above content areas:
• English as a New Language (pending approval)
• Reading
• Special Education–Mild Interventions
Students will also have the option of earning a master’s degree by completing several additional courses, including a capstone research project. For specific courses and advising information, students should contact the School of Education Student Services Office to speak with the graduate advisor.
New Program Pending
A program for a Master of Science in Education, Secondary with a certification in English as a New Language is pending approval. Students should check with the Education Student Services Office if interested in this area of study.
Special Education
Coordinator: Skarbek
Contact: Director of Education Student Services
Office: Greenlawn Hall 120
Telephone: (574) 520-4845
Internet Address: www.iusb.edu/~edud/
l Education without any licensure areas is currently under revision. Please contact the Education Student Services Office for additional information if interested in this degree.
Admission Requirements
• General application requirements and procedures as described in preceding section on admission.
Additional requirements before being admitted include:
• Written responses to a series of questions aligned with our conceptual framework.
• Three professional letters of recommendation.
Note: Students seeking initial licensure at the graduate level in any area of special education must take and pass the Praxis I Preprofessional Skills Test by the end of the first 6 credit hours of graduate course work.
Master of Science in Education, Special Education
Graduate students may also complete a Master of Science in Education, Special Education degree. Students will complete a minimum of 36 credit hours for this degree. In most cases, graduate students will be able to use some of their course work taken for licensure toward their graduate degree in special education. Again, students will be advised on an individual basis. Students interested in discussing degree requirements should contact the Education Student Services Office to arrange an appointment. All degree-seeking students must apply separately for admission to the Master of Science in Education, Special Education program. Students must have and maintain a 3.0 GPA while pursuing the degree.
Graduate Certification Students
Graduate students interested in completing a license in mild interventions will be advised on an individual basis. Students must complete an application for admission to the graduate licensure program in mild interventions. After completing an application, students should arrange for an appointment to meet with an academic advisor. In most cases, students will need a transcript from their undergraduate degree program and from all other postbaccalaureate programs in order to plan an appropriate course of study with an advisor.
Master of Science in Education, Special Education with an additional license in Mild Interventions (Early Childhood/ Middle Childhood)
Program Requirements
(All courses are 3 cr. hours unless otherwise designated.)
Professional Education Foundations (12 cr.)
EDUC-P 519 Psycho-Educational Assessment of Exceptional Children
EDUC-P 503 Introduction to Research
EDUC-Y 511 Action Research II: Independent Study (1-3 cr.)
One of the following:
EDUC-K 501 Adapting Computers for the Handicapped
EDUC-W 200 Microcomputing for Education: An Introduction
Other approved technology course
Special Education Foundations (9 cr.)
EDUC-K 505 Introduction to Special Education for Graduate Students
EDUC-K 525 Survey of Mild Handicaps
EDUC-K 543 Education of the Socially and Emotionally Disturbed I
Special Education Pedagogical/Content Knowledge (12 cr.)
EDUC-K xxx Inclusive Strategies for Exceptional Students in the Elementary Classroom
EDUC-K 565 Collaboration and Service Delivery
EDUC-K 553 Classroom Management and Behavior Support
EDUC-K 500 Topical Workshop in Special Education (cr. arr.)
EDUC-K 588 Supervised Teaching in Special Education (3 cr.)
Students may be advised that they need additional prerequisites depending on prior classes.
xxx = course under development
Master of Science in Education, Special Education with an additional License in Mild Interventions (Early Adolescence/ Adolescence/Young Adult)
Program Requirements
(All courses are 3 cr. hours unless otherwise designated.)
Professional Education Foundations (12 cr.)
EDUC-P 519 Psycho-Educational Assessment of Exceptional Children
EDUC-P 503 Introduction to Research
EDUC-Y 511 Action Research II: Independent Study (1-3 cr.)
One of the following:
EDUC-K 501 Adapting Computers for the Handicapped
EDUC-W 200 Microcomputing for Education: An Introduction
Other approved technology course
Special Education Foundations (9 cr.)
EDUC-K 505 Introduction to Special Education for Graduate Students
EDUC-K 525 Survey of Mild Handicaps
EDUC-K 543 Education of the Socially and Emotionally Disturbed I
Special Education Pedagogical/Content Knowledge (12 cr.)
EDUC-K xxx Exceptional Learner in the Secondary School
EDUC-K 565 Collaboration and Service Delivery
EDUC-K 553 Classroom Management and Behavior Support
EDUC-K 500 Topical Workshop in Special Education (cr. arr.)
EDUC- K 588 Supervised Teaching in Special Education (3 cr.)
Students may be advised that they need additional prerequisites depending on prior classes.
xxx = course under development
Master of Science in Education, Special Education with Initial Licensure in Mild Interventions (Early Adolescence/ Adolescence/Young Adult)
Program Requirements
(All courses are 3 cr. hours unless otherwise designated.)
Professional Foundations (24 cr.)
EDUC-H 520 Education and Social Issues
EDUC-P 519 Psycho-Educational Assessment of Exceptional Children
EDUC-P 516 Adolescent Behavior and Development
One of the following:
EDUC-S 503 Secondary School Curriculum
EDUC-S 530 Junior High and Middle School Curriculum
EDUC-P 510 Psychology in Teaching
EDUC-P 503 Introduction to Research
EDUC-Y 511 Action Research II: Independent Study (1-3 cr.)
One of the following:
EDUC-K 501 Adapting Computers for the Handicapped
EDUC-W 200 Microcomputing for Education: An Introduction
Other approved technology course
Special Education Foundations (9 cr.)
EDUC-K 505 Introduction to Special Education for Graduate Students
EDUC-K 525 Survey of Mild Handicaps
EDUC-K 543 Education of the Socially and Emotionally Disturbed I
Special Education Pedagogical/Content Knowledge (21 cr.)
EDUC-K xxx Exceptional Learner in the Secondary School
EDUC-K 565 Collaboration and Service Delivery
EDUC-K 553 Classroom Management and Behavior Support
EDUC-K 500 Topical Workshop in Special Education
EDUC-S 514 Advanced Study in the Teaching of Reading in the Junior High and Secondary School
EDUC-X 504 Diagnosis of Reading Difficulties in the Classroom
EDUC-S 517 Advanced Study in the Teaching of Secondary School Mathematics
EDUC-K 588 Supervised Teaching in Special Education (3-10 cr.)
xxx = course under development
Master of Science in Education, Special Education with Initial Licensure in Mild Interventions (Early Childhood/Middle Childhood)
Program Requirements
(All courses are 3 cr. hours unless otherwise designated.)
Professional Foundations (24 cr.)
EDUC-H 520 Education and Social Issues
EDUC-P 519 Psycho-Educational Assessment of Exceptional Children
EDUC-P 515 Child Development
EDUC-E 535 Elementary School Curriculum
EDUC-P 510 Psychology in Teaching
EDUC-P 503 Introduction to Research
EDUC-Y 511 Action Research II: Independent Study (1-3 cr.)
One of the following:
EDUC-K 501 Adapting Computers for the Handicapped
EDUC-W 200 Microcomputing for Education: An Introduction
Other approved technology course
Special Education Foundations (9 cr.)
EDUC-K 505 Introduction to Special Education for Graduate Students
EDUC-K 525 Survey of Mild Handicaps
EDUC-K 543 Education of the Socially and Emotionally Disturbed I
Special Education Pedagogical Content Knowledge (21 cr.)
EDUC-K xxx Inclusive Strategies for Exceptional Children in Elementary Schools
EDUC-K 565 Collaboration and Service Delivery
EDUC-K 553 Classroom Management and Behavior Support
EDUC-K 500 Topical Workshop in Special Education
EDUC-E 545 Advanced Study in the Teaching of Reading in Elementary School
EDUC-X 504 Diagnosis of Reading Difficulties in the Classroom
EDUC-E 543 Advanced Study in the Teaching of Mathematics in the Elementary School
EDUC-K 588 Supervised Teaching in Special Education (3-10 cr.)
xxx = course under development
Graduate Licensure in Intense Interventions (must be added to an existing license in Mild Interventions)
Program Requirements
(All courses are 3 cr. hours unless otherwise designated.)
Special Education Course Work (12 cr.)
EDUC-K 531 Teaching the Severely Handicapped I
EDUC-K 532 Teaching the Severely Handicapped II
EDUC-K 534 Behavior Management of Severely Handicapped
EDUC-K 588 Supervised Teaching in Special Education (3 cr.)
Transition to Teaching
The Transition to Teaching programs in the School of Education are alternative routes to teacher licensure in the state of Indiana. The Transition to Teaching curriculum is an intensive 12 to 16 month sequence of courses and activities that begins each summer if there are an adequate number of cohort applicants who commit to participation. Programs are offered in most program areas at IU South Bend in the School of Education or through a consortium agreement with other local colleges and universities. Criteria for admission include a bachelor's degree with a B average and additional criteria, including some that are specified by each program or licensure area. Each student must be individually advised and their prior learning experiences evaluated and assessed. To complete the program students must demonstrate appropriate mastery of the Indiana state licensure standards. An Elementary Transition to Teaching Program is pending approval. The implementation and continuation of the Transition to Teaching programs are subject to change depending on fiscal viability and state policies. For more information regarding this program and the application process students should make an appointment with a School of Education advisor.
Secondary Transition to Teaching
This program is for students who already possess a bachelor's degree in a field outside of education and want to obtain an Indiana teaching license in a subject field. Students must be admitted to the cohort Transition to Teaching program in secondary education. Additional courses in the areas of specialization may be required. Consult with a graduate advisor for further information.
EDUC-K xxx Exceptional Learner in the Secondary School
EDUC-M 500 Integrated Professional Seminar (1 cr.) Students must complete EDUC-M 500 prior to enrolling for an Advanced Study course listed below
EDUC-P 475 Adolescent Development and Classroom Management
EDUC-R 503 Application of Instructional Media and Technology
EDUC-S 514 Advanced Study in the Teaching of Reading in the Junior High and Secondary School
One of the following:
EDUC-S 516 Advanced Study in the Teaching of Secondary School Language Arts
EDUC-S 517 Advanced Study in the Teaching of Secondary School Mathematics
EDUC-S 518 Advanced Study in the Teaching of Secondary School Science
EDUC-S 519 Advanced Study in the Teaching of Secondary School Social Studies
EDUC-S 520 Advanced Study in the Foreign Language Teaching
xxx = course under development
Graduate Licensure Only
Admissions requirements for licensure only programs are different from requirements for graduate degree programs. Students should meet with an advisor in the Education Student Services Office for information on admissions requirements according to program area.
Students may add an additional license to a current teaching license. The following sections will describe additional licenses and list required course work. Students should meet with an advisor in the Education Student Services Office if their current teaching license was issued under Rules different from Rules 2002. Requirements may vary according to the Rules under which a license was issued.
Graduate Reading License - Added to Early Childhood/Middle Childhood
EDUC-E 545 Advanced Study in the Teaching of Reading in Elementary School
EDUC-P 507 Assessment in the Schools
EDUC-X 501 Critical Reading in the Content Areas
EDUC-X 502 Sociological, Psychological, and Linguistic Perspectives on Reading and Language
EDUC-X 504 Diagnosis of Reading Difficulties in the Classroom
EDUC-X 525 Practicum in Reading (1-4 cr.)
One of the following:
EDUC-L 533 Library Materials for Children and Young Adults
EDUC-L 559 Trade Books in Elementary Classrooms
Graduate Reading License - Added to Early Adolescent/Adolescent/Young Adult
EDUC-P 507 Assessment in the Schools
EDUC-S 514 Advanced Study in the Teaching of Reading in the Junior High and Secondary School
EDUC-X 504 Diagnosis of Reading Difficulties in the Classroom
EDUC-X 525 Practicum in Reading (1-4 cr.)
One of the following:
ENG-L 376 Literature for Adolescents
EDUC-L 533 Library Materials for Children and Young Adults
EDUC-X 501 Critical Reading in the Content Areas
One of the following:
ENG-G 552 Linguistics and the Teacher of English (4 cr.)
EDUC-X 502 Sociological, Psychological, and Linguistic Perspectives on Reading and Language
Graduate Mild Interventions License - Added to Early Childhood/Middle Childhood *
EDUC-K xxx Inclusive Strategies for Exceptional Students in the Elementary Classroom
EDUC-K 505 Introduction to Special Education for Graduate Students
EDUC-K 525 Survey of Mild Handicaps
EDUC-K 543 Education of the Socially and Emotionally Disturbed I
EDUC-K 553 Classroom Management and Behavior Support
EDUC-K 565 Collaboration and Service Delivery
EDUC-K 588 Supervised Teaching in Special Education (3 cr.)
EDUC-P 519 Psycho-Educational Assessment of Exceptional Children
One of the following:
EDUC-K 501 Adapting Computers for the Handicapped
EDUC-R 503 Application of Instructional Media and Technology (P) CSCI-A 106 or CLEP test
xxx = course under development
* = Other courses may be required depending on prior course work
Graduate Mild Interventions License - Added to Early Adolescence/ Adolescent/Young Adult *
EDUC-K xxx Exceptional Learner in the Secondary School
EDUC-K 505 Introduction to Special Education for Graduate Students
EDUC-K 525 Survey of Mild Handicaps
EDUC-K 543 Education of the Socially and Emotionally Disturbed I
EDUC-K 553 Classroom Management and Behavior Support
EDUC-K 565 Collaboration and Service Delivery
EDUC-K 588 Supervised Teaching in Special Education (3 cr.)
EDUC-P 519 Psycho-Educational Assessment of Exceptional Children
One of the following:
EDUC-K 501 Adapting Computers for the Handicapped
EDUC-R 503 Application of Instructional Media and Technology (P) CSCI-A 106 or CLEP test)
xxx = course under development
* = Other courses may be required depending on prior course work
Graduate Licensure in Intense Interventions
Must be added to mild interventions early childhood/middle childhood or mild interventions early adolescence/adolescence/young adult.
EDUC-K 531 Teaching the Severely Handicapped I
EDUC-K 532 Teaching the Severely Handicapped II
EDUC-K 534 Behavior Management of Severely Handicapped
EDUC-K 588 Supervised Teaching in Special Education (3 cr.)
Graduate Licensure in Educational Leadership
Students must be admitted to the cohort program in Educational Leadership and complete all prerequisite requirements before registering for all classes except EDUC-A 608 Legal Perspectives on Education.
EDUC-A 500 Introduction to Educational Leadership
EDUC-A 504 Knowledge of Teaching and Learning (6 cr.)
EDUC-A 510 School-Community Relations
EDUC-A 590 Research in School Administration
EDUC-A 608 Legal Perspectives on Education
EDUC-A 625 Administration of Elementary Schools
EDUC-A 627 Secondary School Administration
EDUC-A 630 Economic Dimensions of Education
Health Occupations Education
The Health Occupations Education program has been established in response to a demand for qualified educators in allied health fields. It is a career mobility bachelor’s degree for credentialed health specialists, designed to prepare the student for teaching in colleges and universities, vocational colleges and schools, clinical teaching centers, and programs sponsoring continuing and in-service education in the health fields. The program will help students develop the competencies required to teach effectively in their own fields of expertise. The degree is offered through the Indiana University– Purdue University Indianapolis (IUPUI) School of Education, though some course work necessary for the degree may be able to be completed at IU South Bend or in the South Bend area. The Master of Science in Education degree with a major in health occupations is also available. Contact the IUPUI Education Student Services Office at (317) 274-6842 or www.education.iupui.edu/ for further information.
School Library Services Minor
Completion of the School Library Services (SLIS) minor allows the graduate to hold a building-level position as a professional library media specialist. Course work leading to the minor may be obtained through the SLIS graduate program in Bloomington through distance technology systems (IHETS–VIC). Completion of 24 credit hours will allow the library services minor to be added to the standard teaching license in Indiana.
If the student elects to complete the minor without seeking the Master of Library Science degree, graduate course work from the School of Education and other graduate programs may be used to complete the minor, provided they are approved by the director for library media education and the local certification officer.
If the student holds a life license for teaching in Indiana, the minor in school library services can be added only after it has been professionalized by completion of 12 graduate credit hours beyond the minor. Of the total 36 credit hours, 12 must be in course work which emphasize use or preparation of instruction technology or application and management of information technology related to public school education. Additional information may be obtained from the school library media education director or certification officer in the Bloomington School of Education, Indiana University, (812) 856-8500.
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