2019-2020 Undergraduate Academic Catalogue [ARCHIVED CATALOG]
School of Education
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Office: Beatty Hall, Room 104
Telephone: 410‑617‑5095
Website: www.loyola.edu/soe
Dean: Joshua S. Smith, Professor
Associate Dean: Robert J. Helfenbein, Professor
Chair, Teacher Education: Afra Ahmed Hersi, Associate Professor
Program Director, Teacher Education: Stacy A. Williams
Secondary Minors Advisor: Stacy A. Williams
Special Education Minors Advisor: Elana Rock
Urban Education Minors Advisor: Afra Ahmed Hersi
Coordinator of Partnerships and Clinical Experiences: Stacy A. Williams
Professors: Victor R. Delclos (emeritus); Robert J. Helfenbein; Beatrice E. Sarlos (emerita); Joshua S. Smith; Wendy A. Smith
Associate Professors: Margarita Gómez; Afra Ahmed Hersi; Elana E. Rock
Assistant Professors: Camika Royal; Leah K. Saal
Clinical Faculty: Laura L. Alpaugh; Kristina Collins; Adell Cothorne; Melissa Mulieri; Stacy A. Williams; James Wolgamott
Educator in Residence: Yun-dih "Wendy" Chia-Smith
Lecturers: Adell Cothorne; Jennifer Zwillenberg; Loretta Holmberg-Masden
Affiliate Faculty: Brian Dunlop; Mara Egorin-Williams; Keenya Golden; Caitlin Gosnell; Perrie Kohel; Lauren McDougle; Michele M. Murphy; Stacy Wagaman
The Reverend Peter-Hans Kolvenbach, S.J., former Superior General of the Society of Jesus, has described the goal of Jesuit education with the following words: "We aim to form...men and women of competence, conscience, and compassionate commitment." In recognition of its connection to the Jesuit mission of the Loyola community, the School of Education has adopted the three words, Competence, Conscience, Compassion as the foundation for its conceptual framework.
Mission
Within the Jesuit traditions of intellectual excellence, social justice, ethical responsibility, and cura personalis, the School of Education—which encompasses the department of teacher education—promotes leadership and scholarship in the development of teachers, counselors, administrators, and other educators.
Accreditation
The School of Education has met all of the components of the Maryland Institutional Performance Criteria and is fully approved by the Maryland State Department of Education (200 West Baltimore Street, Baltimore, MD 21201) to offer undergraduate and graduate programs. This approval covers initial teacher preparation programs and advanced educator programs. However, the approval does not include individual education courses that the institution offers to P-12 educators for professional development, relicensure, or other purposes.
Learning Aims
- The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
- The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.
- The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
- The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem-solving, and performance skills.
- The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
- The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
- The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
- The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual and social development of the learner.
- The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
- The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
Education students must meet the knowledge, skills, and disposition standards as set forth by the School of Education's accrediting body. Students will be assessed by faculty at two transition points before internship to identify strengths, areas for improvement, and to recommend for continuation in the program. Students who fail to meet these standards in the area of dispositions will have a Professional Assessment Form filed with the department chair by a Loyola faculty member, followed by a Professional Assessment Review. The Professional Assessment Review may result in removal from the program and/or internship for the protection of both the Loyola student and the P-12 students. Complete details of this procedure are available in the student handbook.
Live Text
LiveText is a web-based software application used by the School of Education for key assignment submission, artifact collection, accreditation standard integration, and student assessment in initial licensure and advanced programs. All students are required to purchase the LiveText Field Experience Edition Student Membership. LiveText accounts can be purchased at the Loyola bookstore or online at www.livetext.com. Using LiveText software in conjunction with Loyola's MSDE-approved, standards-based program allows students to align work with the latest state and federal standards for teacher education programs. Students can also easily show evidence of completing certification requirements. LiveText allows students to showcase their work (worksheets, lesson plans, and other artifacts) at their own discretion to future employers and others. In addition, this software provides powerful tools for creating lesson and unit plans, including built-in standards, resources, and templates.
Elementary Education Pathways
Elementary Education Major
Elementary education majors are prepared for teaching through a program which connects theory to practice. The clinically-based program provides education majors experience working with diverse children in urban and suburban school settings. The program is approved by the Maryland State Department of Education (Elementary Education, grades 1-6). Students completing the certification track satisfy requirements for certification in the state of Maryland and are eligible for certification in the majority of states and U.S. territories through the interstate reciprocity agreement. For more details, please see http://www.nasdtec.net/?page=Interstate.
During the spring of the senior year, elementary education majors who are not eligible for the certification track register for the 12-credit, Non-certification Option, consisting of one departmental elective and three free electives (chosen in conjunction with the advisor). The ED 446 requirement is waived for these students and replaced with one free elective. All other requirements for the major must be met. Students who complete this option do not complete the Maryland-approved program and cannot be recommended for certification.
Secondary Education Pathways
Secondary Minor
Secondary education minors are also prepared for teaching through a program which connects theory to practice. The clinically-based program gives candidates experience working with diverse children in urban and suburban school settings. Candidates completing the certification track will be certified to teach grades 7-12 in biology, chemistry, English, mathematics, physics, or social studies or in grades PK-12 in art, French, Spanish, or music (instrumental or vocal). Students completing the certification track satisfy requirements for certification in the state of Maryland and are eligible for certification in the majority of states and U.S. territories through the interstate reciprocity agreement. For more details, please see http://www.nasdtec.net/?page=Interstate.
Combined BA/BS-MAT
A combined BA/BS-MAT five-year program is a second pathway available for students who wish to be certified in secondary education. Applicants to the program for grades 7-12 must have a major or significant coursework in one of the following certification areas: biology, chemistry, English, mathematics, physics, or social studies. Applicants to the certification program for grades PK-12 must have a major or significant coursework in one of the following certification areas: art, French, Spanish, or music (instrumental or vocal). Students submit an application to the Office of Graduate Admission by February 15th of the junior year and take three graduate-level education courses in the senior year. Students completing the combined program satisfy requirements for certification in the state of Maryland and are eligible for certification in the majority of states and U.S. territories through the interstate reciprocity agreement. For more details, please see http://www.nasdtec.net/?page=Interstate.
Application to the Teacher Certification Track
No later than September 15th of the junior year, elementary education majors and secondary education minors wishing to pursue teacher certification must apply and be accepted to the Teacher Certification Track. Secondary certification is offered in the following areas: Biology, Chemistry, English, French, Mathematics, Music (vocal or instrumental), Physics, Social Studies, Spanish, and Visual Arts.
Students completing the Teacher Certification Track will complete an internship in a Professional Development School (PDS). The PDS is a collaborative effort between local schools and Loyola's School of Education.
Candidates must provide the following materials and meet deadlines listed below.
| September 15 |
Deadline for candidates to submit application to School of Education |
| September 30 |
Candidates receive letter of admission status: full acceptance, probationary acceptance, or rejection |
| December |
Transition point assessments conducted |
| May 15 |
Undergraduate Program Director reviews candidate progress prior to internship acceptance |
Application Materials
- Unofficial Loyola transcript indicating successful completion (a grade of C or higher) of the education foundation courses listed below. Transfer students must submit official transcripts from all previous institutions for evaluation by the School of Education.
- Transcript indicating a minimum GPA of 2.750. Candidates must maintain a 2.750 GPA to be eligible for Internship I and Internship II.
- An official score report indicating passing scores for Praxis CORE Academic Skills for Educators or equivalent passing test score (see required scores below). Paper and electronic copies are accepted.
- Completed Criminal Background Check (Maryland State and FBI for childcare). Criminal background checks must be completed no earlier than May of sophomore year. Any student not cleared by this process will not be eligible to complete a certification program.
- Completed self-assessment of dispositions.
Minimum Required Test Scores by Exam Type
| Praxis CORE |
Reading (Test #5721) - 156
Writing (Test #5722) - 162
Math (Test #5732) - 150 |
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or |
| ACT |
Composite score of 24 |
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or |
| SAT (2005-2016) |
Combined Math and Critical Reading - 1100 |
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or |
| SAT (2016 or later) |
Combined Evidence-Based Reading, Writing, and Math - 1180 |
Approved Program Completion
By May 1 of senior year, certification candidates are required to provide official scores to the School of Education for required licensure exams for May graduation. The testing requirements are listed on the Maryland State Department of Education (MSDE) website, http://www.marylandpublicschools.org/about/Pages/DEE/Certification/testing_info/praxis2.aspx.
Non-Certification Minors
Special Education Minor
To enable education majors and other majors to respond to the needs of exceptional children, students seeking study in this area may choose to minor in special education. Maryland certification requirements for special education teachers are not completed by this minor.
Urban Education Minor
A minor in urban education provides students with an overview of the historical, social, political, economical, and cultural complexities of urban education in the United States. This program of study allows students to consider the unique challenges faced by students and educators in, and the communities surrounding, urban schools. While there is an emphasis on the social, political, and historical impacts on educational systems in large cities in the US, students also study issues that equip them to be social justice thinkers and practitioners in urban, suburban, and/or rural contexts, public or private schools, or beyond schools altogether. The minor in urban education consists of five courses, one required and four electives from a variety of disciplines across campus. Students must complete at least three of the five courses in the School of Education.
Accelerated
Major
Minor
Education
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ED 100 - Introduction to Education: School and Society (3.00 cr.)
Introduces students to the role of education in today's multicultural world and their own academic disciplines. Topics include the historical and sociological foundations of education and implications for schooling our increasingly diverse population; principles of how children learn; ways schools can facilitate student achievement; and the impact of educational technology. Concurrent with readings and discussions, students learn through hands-on experience and interactions with K-12 pupils in communities and in schools. Prerequisite for all fieldwork. A field experience in a school setting is required. Closed to students who have taken ED 101 .
Concurrent Requisite: ED 431 .
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ED 101 - Introduction to Urban Education (3.00 cr.)
Seeks to provide an overview of the complex issues that impact the development and maintenance of urban schools in the United States. More specifically, the course introduces students to a variety of frameworks through which they learn to examine the nature of urban schools, their historical development, their link to the social and political contexts, and perspectives of the people whose narratives define not only urban schools but also urban communities. Students analyze the formation, development, and current conditions of urban education from a number of different perspectives. This course also seeks to equip students with the ability to apply historical, theoretical, policy, and pedagogical analyses to contemporary issues in urban schools. Students are expected to use one or more analytical frames to analyze conditions in an urban school district in the United States. A field experience in a school setting is required. Closed to students who have taken ED 100 .
Concurrent Requisite: ED 431 .
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ED 202 - Child and Adolescent Development (3.00 cr.)
An in-depth review of theories and current issues involving the cognitive, social, and physical development of children and adolescents, with a particular emphasis on urban children. Students take part in a service-learning placement in an urban school.
Restrictions: Restricted to elementary education majors.
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ED 205 - Educational Psychology (3.00 cr.)
Explores major theories and principles of learning, motivation, and assessment. Focuses on the theoretical knowledge and the current research and their application to learning and teaching. Fulfills social science core. Same course as PY 205 .
Restrictions: Restricted to elementary education majors or secondary education minors.
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ED 206 - Elementary Mathematics Methods (3.00 cr.)
Offers students an opportunity to observe and analyze mathematics instruction in an elementary setting, and focuses on the processes for planning, instructing, and assessing mathematics understanding such as problem solving, reasoning and proof, mathematical communication, mathematical connections, and representations. Students examine methods for teaching mathematics in upper elementary school. Mathematics content includes proportional reasoning, measurement, geometry, data analysis, and algebraic reasoning.
Prerequisite: MA 103 , MA 104 .
Concurrent Requisite: ED 419 .
Restrictions: Restricted to majors.
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ED 324 - Substance Abuse and Its Effects in Adolescence (3.00 cr.)
An interdisciplinary service-learning course that addresses the biology and psychology of drug abuse and addiction among adolescents. Trains students (in teams of three) to teach a seven-hour unit on different drugs and their effects to middle school classes in Baltimore City. Sexual behaviors in the context of alcohol and other drug use are also addressed.
Restrictions: Restricted to elementary education majors.
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ED 340 - Seminar on Culturally Relevant Pedagogy (3.00 cr.)
Introduces students to culturally relevant pedagogy, as well its foundations and extensions, and their applicability to all classrooms, whether in urban, suburban, rural, or private school settings. Students are expected to leave this course with the knowledge, skills, and dispositions indicative of a culturally relevant teacher.
Sessions Typically Offered: Fall/Spring
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ED 344 - Race, Class, and Gender in Education (3.00 cr.)
Explores issues and images of race, class, and gender in urban schooling policies and practices. These structures are explored in order to demonstrate the ways in which they impact inequitable educational processes and outcomes for students, educational personnel, and communities. Students examine discourses around segregated schools, battles for desegregation, the "achievement gap", the "model minority" myth, single-sex education, Black boys in special education, and high poverty/high need schools.
Interdisciplinary Studies: IG
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ED 378 - Politics of Urban School Reform (3.00 cr.)
Provides students with an understanding of the forces that shape urban school reform politics, policies, and practices. This course emphasizes the history of school reform in Baltimore, and recent political battles on school reform in Philadelphia, Washington, DC, and New Orleans, including urban educational policies and pedagogical practices.
Sessions Typically Offered: Fall/Spring
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ED 404 - Internship I and Seminar (Elementary) (1.00 cr.)
Students teach lessons according to skills and techniques demonstrated during the methods courses. Includes observations and discussions of teaching in the professional development school setting. A passing score on Praxis I or its equivalent. Students are responsible for transportation to school site. (Pass/Fail)
Restrictions: Restricted to elementary education majors with cumulative GPA of 2.500 or higher.
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ED 416 - Elementary Social Studies Methods (3.00 cr.)
Studies the teaching of social studies from a developmental point of view. Methods and materials are presented for children in grades 1-6. Emphasizes inquiry approach of teaching and hands-on techniques.
Restrictions: Restricted to elementary education majors.
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ED 419 - Field Experience in Math Education (1.00 cr.)
A school-based involvement in special education for three or four hours per week. Students work with children in the classroom in a variety of ways, including one-on-one instruction and small group teaching. They become acquainted with resources and participate in the preparation of learning materials. Problems and techniques of classroom management are experienced in a realistic setting. (Pass/Fail)
Concurrent Requisite: ED 206 .
Restrictions: Restricted to elementary education majors.
Sessions Typically Offered: Fall/Spring
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ED 421 - Comprehensive Classroom Management (3.00 cr.)
Students develop the knowledge and skills to create and maintain a positive and engaging classroom environment that supports the cognitive and affective development of all learners. With an emphasis on self-awareness, the impact of culture and environment are explored as students examine the various models, theories, and principles of behavior management. Course activities focus on the application of course content and the personal development of students as culturally responsive teachers who respond holistically to the diverse needs of their students. This class focuses on the use of positive behavioral supports through the emphasis of a strength-based classroom management/preparation plan that prevents behavior problems. Students demonstrate key components of an organized and well-managed classroom, including the ability to design innovative classrooms, develop rules and routines, and use positive behavioral supports effectively. Through the development of behavioral intervention plans, students use skills such as target behavior selection, measurement and recording techniques, strategies for increasing or decreasing behavior, evaluating plan effectiveness, and generalizing and maintaining desired behavior. Positive student-teacher relationships and the advocacy of prosocial behaviors, as well as topics such as bullying, school violence, and crisis management are addressed.
Prerequisite: SE 296 .
Restrictions: Restricted to elementary education majors or special education minors.
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ED 422 - The Teaching of Science (3.00 cr.)
Presents the general theory of education as applied to the teaching of science in grades 7-12. Consideration given to the selection and organization of content and the methods and the techniques associated with national and state standards for science instruction. One of the six methods courses is required for secondary school teachers by the Maryland State Department of Education.
Restrictions: Restricted to science majors with a secondary education minor.
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ED 423 - The Teaching of English (3.00 cr.)
Presents the general theory of education as applied to the teaching of English in grades 7-12. Consideration given to the selection and organization of content and the methods and the techniques associated with national and state standards for English instruction. One of the six methods courses is required for secondary school teachers by the Maryland State Department of Education.
Restrictions: Restricted to secondary education minors and English majors.
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ED 424 - The Teaching of Social Studies (3.00 cr.)
Presents the general theory of education as applied to the teaching of social studies in grades 7-12. Consideration given to the selection and organization of content and the methods and the techniques associated with national and state standards for social studies instruction. One of the six methods courses is required for secondary school teachers by the Maryland State Department of Education.
Restrictions: Restricted to history, global studies, or social science majors with a secondary education minor.
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ED 425 - The Teaching of Art (3.00 cr.)
Presents the general theory of education as applied to the teaching of art in grades PK-12. Consideration is given to the selection and organization of content, as well as the methods and techniques associated with the teaching of art. Written or electronic permission of the advisor.
Restrictions: Restricted to visual arts majors with a concentration in studio arts and a secondary education minor.
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ED 426 - The Teaching of Foreign Languages (3.00 cr.)
Addresses the teaching guidelines and the expectations established by the American Council on the Teaching of Foreign Languages (ACTFL) and the World-Readiness Standards for Learning Languages. Students examine current methodologies, techniques, and educational goals for the teaching of foreign languages. Throughout the course, students develop lessons and activities that support an integrated foreign language program. Students also observe and evaluate foreign language classes. Students may also have opportunities to participate in classroom teaching. Maryland Core Learning Goals and Outcomes are introduced and reinforced along with InTASC standards. One of the six methods courses is required for secondary school teachers by the Maryland State Department of Education. Same course as ML 426 .
Restrictions: Restricted to French, German, or Spanish majors with a secondary education minor.
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ED 427 - The Teaching of Mathematics (3.00 cr.)
Presents the general theory of education as applied to the teaching of mathematics in grades 7-12. Consideration given to the selection and organization of content and the methods and the techniques associated with national and state standards for mathematics instruction. One of the six methods courses is required for secondary school teachers by the Maryland State Department of Education.
Restrictions: Restricted to mathematics majors with a secondary education minor.
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ED 428 - The Teaching of Music (3.00 cr.)
Presents the general theory of education as applied to the teaching of music in grades PK-12. Consideration is given to the selection and organization of content, as well as the methods and techniques associated with the teaching of music. One of the six methods courses is required for secondary school teachers by the Maryland State Department of Education.
Restrictions: Restricted to fine arts majors with a music concentration and a secondary education minor.
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ED 429 - Secondary Methods of Teaching (3.00 cr.)
Introduces students to the general concepts required to teach at the secondary level. Includes overviews of the context of secondary schools, issues in teaching and learning at the secondary level, culturally relevant and responsive pedagogies, unit and lesson planning, assessments, and classroom culture and management.
Concurrent Requisite: ED 434 .
Restrictions: Restricted to juniors with a minor in secondary education or written permission of the instructor.
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ED 431 - Field Experience in Education (1-2.00 cr.)
A school-based involvement in the educational process for three to four hours per week. Students work with children in the classroom in a variety of ways that include one-to-one instruction and small group teaching. They become acquainted with existing clerical support systems and media resources, and participate in the preparation of learning materials. Problems and techniques of classroom management are experienced in a realistic setting. May be repeated twice for degree credit. (Pass/Fail)
Concurrent Requisite: ED 100 or ED 101 .
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ED 432 - Internship I and Seminar (Secondary/Middle) (1.00 cr.)
The first phase of a two-semester internship in a specified area of certification. Interns observe, reflect, and begin to gain teaching experience in both a middle and a high school placement. They become acquainted with support systems, school climate, and resources in both placements as well as participate in the preparation of learning materials and in classroom instruction. Problems and techniques of classroom management are experienced in realistic settings. A passing score on Praxis I or its equivalent. Students are responsible for transportation to school site. (Pass/Fail)
Restrictions: Restricted to seniors in the fall semester. Restricted to students with cumulative GPA of 2.500 or higher.
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ED 433 - Internship II: Student Teaching (Secondary): Music (12.00 cr.)
The second phase of the internship where interns continue to translate academic theory into practice in a professional development school (PDS). This phase of the internship lasts the entire semester and is split between an elementary and a secondary placement. Interns teach under the supervision of Loyola PDS coordinators and experienced mentor teachers. Students are responsible for transportation to school site. (Pass/Fail)
Prerequisite: ED 432 .
Restrictions: Restricted to fine arts majors with a music concentration and a secondary education minor. Restricted to students with a cumulative GPA of 2.500 or higher.
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ED 434 - Field Experience in Education (Secondary) (1-2.00 cr.)
A school-based involvement in the educational process for three to four hours per week. Students work with children in the classroom in a variety of ways that include one-to-one instruction and small group teaching. Problems and techniques of classroom management are experienced in a realistic setting. (Pass/Fail)
Prerequisite: ED 100 or ED 101 .
Concurrent Requisite: ED 429 .
Restrictions: Restricted to secondary education minors.
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ED 435 - Internship II: Student Teaching (Secondary): Art (12.00 cr.)
The second phase of the internship where interns continue to translate academic theory into practice in a professional development school (PDS). This phase of the internship lasts the entire semester and is split between an elementary and a secondary placement. Interns teach under the supervision of Loyola PDS coordinators and experienced mentor teachers. Students are responsible for transportation to school site. (Pass/Fail)
Prerequisite: ED 432 .
Restrictions: Restricted to secondary education minors with cumulative GPA of 2.500 or higher.
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ED 436 - Leadership Seminar I (1.00 cr.)
The purpose of the course is to improve the effectiveness of student instructors of the Messina seminars. In addition to serving as student instructors and working with the seminar's faculty instructor, students attend training sessions, prepare readings on leadership in the context of Jesuit education, attend discussion sessions, and submit reflection papers. Written or electronic permission of the instructor. Does not count toward graduation requirements. (Pass/Fail)
Restrictions: Restricted to elementary education majors.
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ED 437 - Leadership Seminar II (1.00 cr.)
The purpose of the course is to improve the effectiveness of student instructors of the Messina seminars. In addition to serving as student instructors and working with the seminar's faculty instructor, students attend training sessions, prepare readings on leadership in the context of Jesuit education, attend discussion sessions, and submit reflection papers. Written or electronic permission of the instructor. Does not count toward graduation requirements. (Pass/Fail)
Restrictions: Restricted to elementary education majors.
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ED 438 - Field Experience: Special Education (Elementary/Secondary) (1.00 cr.)
A school-based involvement in special education for three or four hours per week. Students work with children in the classroom in a variety of ways, including one-on-one instruction and small group teaching. They become acquainted with resources and participate in the preparation of learning materials. Problems and techniques of classroom management are experienced in a realistic setting. (Pass/Fail)
Concurrent Requisite: SE 296 .
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ED 441 - Special Topics in Education (2-3.00 cr.)
Examines one or more issues in education, including urban education, teaching bilingual learners, involving families in their children's education, and gender specific issues and solutions. Relevant topics are explored using case studies, current research materials, and classroom experiences. Depending on the needs of the topic, part of the class may be field-based. May be repeated twice for credit with different topics.
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ED 442 - Methods of Teaching Science with Field Experience (4.00 cr.)
Academic, laboratory, field-oriented, and practical experiences designed to blend the educational principles of science teaching with science content in an active, student-centered learning environment. Focus is on pedagogical issues in science education for elementary students and includes field-based exercises, assigned readings, long-term observation projects, curriculum analyses, classroom field trips and observations, outdoor field trips, and nature center visits.
Prerequisite: PH 116 and PH 117 , or written permission of the department chair.
Restrictions: Restricted to elementary education majors.
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ED 443 - Field Experience: Special Education (1.00 cr.)
A school-based involvement in special education for three or four hours per week. Students work with children in the classroom in a variety of ways, including one-on-one instruction and small group teaching. They become acquainted with resources and participate in the preparation of learning materials. Problems and techniques of classroom management are experienced in a realistic setting. (Pass/Fail)
Concurrent Requisite: SE 296 .
Restrictions: Restricted to students who are not elementary education majors or secondary education minors.
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ED 445 - Elementary Internship II and Seminar (12.00 cr.)
Students continue their intensive yearlong internship in this closely supervised, full-time experience in a professional development school. During this second phase, students gradually assume all of the responsibilities of their cooperating teacher. Seminars are held on a regular basis, and topics focus on concerns relevant to the beginning teacher. Students are responsible for transportation to school site. (Pass/Fail)
Prerequisite: Completion of major coursework and ED 404 .
Concurrent Requisite: ED 446 .
Restrictions: Restricted to elementary education majors with cumulative GPA of 2.500 or higher.
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ED 446 - Capstone in Elementary Education (3.00 cr.)
Focuses on four areas of education: pedagogy, theory enacted in practice, diversity, and professional growth and development. It is taught in conjunction with the 12-hour internship at a professional development school.
Concurrent Requisite: ED 445 .
Restrictions: Restricted to elementary education majors.
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ED 452 - Internship II: Student Teaching (Secondary): Science (12.00 cr.)
The second phase of the internship where interns continue to translate academic theory into practice in a professional development school (PDS). This phase of the internship lasts the entire semester and is split between a middle and a high school placement. Interns teach under the supervision of Loyola PDS coordinators and experienced mentor teachers. Students are responsible for transportation to school site. (Pass/Fail)
Prerequisite: ED 432 .
Restrictions: Restricted to science majors with a secondary education minor and a cumulative GPA of 2.500 or higher.
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ED 453 - Internship II: Student Teaching (Secondary): English (12.00 cr.)
The second phase of the internship where interns continue to translate academic theory into practice in a professional development school (PDS). This phase of the internship lasts the entire semester and is split between a middle and a high school placement. Interns teach under the supervision of Loyola PDS coordinators and experienced mentor teachers. Students are responsible for transportation to school site. (Pass/Fail)
Prerequisite: ED 432 .
Restrictions: Restricted to English majors with a secondary education minor and a cumulative GPA of 2.500 or higher.
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ED 454 - Internship II: Student Teaching (Secondary): Mathematics (12.00 cr.)
The second phase of the internship where interns continue to translate academic theory into practice in a professional development school (PDS). This phase of the internship lasts the entire semester and is split between a middle and a high school placement. Interns teach under the supervision of Loyola PDS coordinators and experienced mentor teachers. Students are responsible for transportation to school site. (Pass/Fail)
Prerequisite: ED 432 .
Restrictions: Restricted to mathematics majors with a secondary education minor and a cumulative GPA of 2.500 or higher.
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ED 455 - Internship II: Social Studies (Secondary) (12.00 cr.)
The second phase of the internship where interns continue to translate academic theory into practice in a professional development school (PDS). This phase of the internship lasts the entire semester and is split between a middle and a high school placement. Interns teach under the supervision of Loyola PDS coordinators and experienced mentor teachers. Students are responsible for transportation to school site. (Pass/Fail)
Prerequisite: ED 432 .
Restrictions: Restricted to history, global studies, or social science majors with a secondary education minor and a cumulative GPA of 2.500 or higher.
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ED 456 - Internship II: Student Teaching (Secondary): Modern Language (12.00 cr.)
The second phase of the internship where interns continue to translate academic theory into practice in a professional development school (PDS). This phase of the internship lasts the entire semester and is split between an elementary and a secondary placement. Interns teach under the supervision of Loyola PDS coordinators and experienced mentor teachers. Students are responsible for transportation to school site. (Pass/Fail)
Prerequisite: ED 432 .
Restrictions: Restricted to French, German, or Spanish majors with a secondary education minor and a cumulative GPA of 2.500 or higher.
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ED 463 - Independent Study in Education (1-6.00 cr.)
Individual projects geared to specific needs or interests of students. Specific requirements related to each independent study approved on an individual basis. Written or electronic permission of the advisor and the department chair.
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ED 464 - Qualitative Approaches to Urban Education (3.00 cr.)
Examines various qualitative approaches to urban education including participant observation, informal interviews, life history, and archival research. Encourages learning about the contributions and limitations of qualitative inquiry through a series of assignments based upon firsthand experiences completed in the local Baltimore community. Student completion of a major project is required.
Restrictions: Restricted to elementary education majors.
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ED 465 - Social Foundations in Urban Education (3.00 cr.)
Examines the relationship between schools and society. The purposes and functions of urban schooling are examined in economic, sociological, historical, and political context. Students analyze the complexities of teaching and learning in urban schools and examine how urban schools throughout the United States can be structurally and pedagogically transformed. Through an exploration of the scholarly fields (history, philosophy, law, sociology, and anthropology), the social foundations of American education are surveyed. Students explore the dynamic interplay among dominant ideology, political economy, and changes in American public schooling since its inception. Special attention is given to the relationship between democracy and urban schooling. Twenty hours of an introductory field experience is required.
Prerequisite: ED 100 or ED 101 .
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ED 466 - Language, Culture, and Literacy (3.00 cr.)
Examines the intersection of language, culture, policy, and practice. Students explore sociocultural and sociopolitical facets of language and language use, such as ideology, identity, language change, official language, variations, dialects, and classroom discourse. Particularly, the history and impact of linguicism, or linguistic discrimination, in- and outside of school settings are considered. Students learn methods to assist linguistically diverse students in extending their literacy abilities by cultivating a learning environment that celebrates and draws upon their cultural funds of knowledge and communities of practice.
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ED 467 - Sociocultural Context of Learning and Development (3.00 cr.)
Examines learning, teaching, and scholastic development from a sociocultural theoretical perspective that includes situated learning theory and activity theory. It examines learning achievement and social development of children and youth in culturally, linguistically, and ethnically diverse educational settings. The theme of this examination is that that people learn, achieve, and develop as participants in cultural communities. Using the theoretical frameworks of sociocultural theory, situated learning theory, and activity theory, students develop an understanding of schools as cultural communities and social environments. This understanding is applied to interpreting the personal and scholastic development in young people in diverse settings, and examines those practices that promote the development of literacy, numeracy, and other academic proficiencies, as well as the identity formation of young people in these settings. Using the case of the African American and Latino experience in the United States, the course offers a systematic account of socialization and cultural practices necessary for achievement and full development of all learners of culturally, linguistically, and ethnically diverse backgrounds.
Prerequisite: ED 100 or ED 101 .
Literacy
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RE 219 - Processes and Acquisitions of Literacy (3.00 cr.)
Assists students in understanding the reading acquisition process. Course content is organized around current accepted research-based theoretical models that account for individual differences in reading. The Maryland State Department of Education has approved this course for the Processes and Acquisition requirement.
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RE 242 - Materials for Teaching Reading (3.00 cr.)
Addresses selection and evaluation of print and electronic texts and identification of strategies used when teaching reading at children's instructional and developmental levels. The Maryland State Department of Education has approved this course for the Materials for Teaching Reading requirement.
Restrictions: Restricted to elementary education majors.
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RE 344 - Assessment and Instruction in Reading I with Field Experience (4.00 cr.)
Addresses a variety of reading instruction methods and assessment measures for primary age children. A main focus of the course is to develop an understanding of how word recognition strategies develop and lead to comprehension. The Maryland State Department of Education has approved this course in conjunction with RE 420 for the Instruction in Reading and Assessment of Reading requirements. A field experience in a school setting is required.
Prerequisite: RE 219 ; RE 242 or written permission of the instructor.
Restrictions: Restricted to elementary education majors.
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RE 420 - Assessment and Instruction in Reading II (3.00 cr.)
Addresses a comprehensive array of instructional and assessment techniques and strategies for independent readers with specific attention to comprehension, vocabulary, and fluency. The Maryland State Department of Education has approved this course in conjunction with RE 344 for the Instruction in Reading and Assessment of Reading requirements.
Prerequisite: RE 219 , RE 242 , RE 344 ; or written permission of the instructor.
Restrictions: Restricted to elementary education majors.
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RE 474 - Teaching Reading in the Content Area I (3.00 cr.)
Introduces a wide variety of strategies which use reading, writing, speaking, listening, and viewing to support content learning. Particular attention is given to the development of vocabulary, comprehension, study skills, and writing strategies for all learners including struggling readers and English Language Learners. The Maryland State Department of Education has approved this course for the required Reading in the Content Area I course.
Prerequisite: ED 205 or written permission of the instructor.
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RE 475 - Teaching Reading in the Content Area II (3.00 cr.)
Further explores the research and application that addresses literacy as a tool for negotiating and comprehending content area material. Students revisit and add to a wide range of literacy based content area strategies. Particular attention is given to the instruction/assessment cycle, uses of technology, and supporting diverse learners. The Maryland State Department of Education has approved this course for the required Reading in the Content Area II course.
Prerequisite: RE 474 .
Special Education
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SE 296 - Introduction to Special Education (3.00 cr.)
Students identify and describe major philosophies, theories, and trends in the field of special education. Topics include cultural impact, delivery of service, and past to present knowledge and practices. For each area of disability, students become familiar with general information on physical and psychological characteristics; incidence and etiology; diagnostic and therapeutic services; interventions and educational programs; technology; and findings of recent research. Students demonstrate understanding of issues related to the assessment, identification, and placement of students with various exceptionalities. In addition, students are expected to identify the federal laws and regulations relative to rights and responsibilities, student identification, and delivery of services.
Concurrent Requisite: ED 438 required for elementary education majors. ED 439 required for secondary education minors. ED 443 required for students who are not elementary education majors or secondary education minors.
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SE 482 - Assessment and Instructional Planning for Special Education (3.00 cr.)
Students demonstrate understanding of the principles, ethics, and limitations of assessment, as well as the process of special education eligibility, progress evaluation, and dismissal. Students demonstrate understanding and knowledge of various formal and informal assessment instruments, their administration, and their interpretation. Students construct goals and objectives for students with learning and behavior problems by using assessment information and input from parents and other professionals. Students design adaptations and accommodations to meet unique needs. Emphasis is placed on linking assessment information to the designing of appropriate instructional programs that meet the unique needs of children with disabilities.
Prerequisite: SE 296 .
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SE 483 - Collaboration and Consultation for Students with Special Needs (3.00 cr.)
Students explore the various models of special education service delivery including inclusive education, resource services, team teaching, and consultation. Learners gain insight into the intricacy of collaboration with other professionals and families. Through the use of formal measures and self-reflection, students explore the factors that influence their ability to collaborate and refine their interpersonal communication skills. The multi-approaches to co-teaching are examined and students demonstrate effective co-planning and co-teaching practices. Students develop an empathetic understanding of the needs and concerns of families and cultivate skills to effectively assist and encourage active family participation in the educational process. Parent rights, ethical concerns, and professional boundaries are reviewed.
Prerequisite: SE 296 .
Restrictions: Restricted to elementary education majors, secondary education minors, or special education minors.
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SE 495 - Improving Access to the General Curriculum for All Learners (3.00 cr.)
Educators are prepared to support the learning needs of students with disabilities or limited English proficiency in inclusive settings in grades 1-8. Specific evidence-based strategies for curriculum content acquisition (e.g., content enhancements, learning strategies, peer tutoring methods, Universal Design for Learning) are demonstrated and applied. Topics also include effective techniques for instructional planning and delivery, providing accommodations and modifications to the general curriculum, and improving student study skills and overall academic performance. The SETT framework is used to guide the evaluation and selection of assistive technology devices for specified purposes.
Prerequisite: SE 296 .
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