Bachelor of Science in Education Degree with a Major in Secondary Education
Selected Educational Outcomes
- Students in initial teacher education programs demonstrate knowledge of the content that they plan to teach and can explain important principles and concepts delineated in professional, state, and institutional standards.
- Students in initial teacher education programs apply content-specific pedagogy to the subject area content and demonstrate a broad knowledge of instructional strategies that draws upon content and pedagogical knowledge and skills delineated in professional, state, and institutional standards to help all students learn.
- Students in initial teacher education programs analyze educational research findings and incorporate new information into their practice.
- Students in initial teacher education programs assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and have a positive effect on learning for all students.
The departmental faculty members assess the desired learner outcomes for this program by using a variety of techniques. Examples of summative assessments in addition to course evaluations include the following:
Examples of Outcome Assessments
- Students in initial teacher education programs will demonstrate content knowledge through passing the state-required content assessment.
- Students in initial teacher education programs will demonstrate pedagogical content knowledge and knowledge of evidence-based strategies through development of lesson plans identifying use of research-validated procedures and effective content pedagogy.
- Students in initial teacher education programs will demonstrate skills in assessment, instructional strategies, use of technology, and monitoring and modifying instruction during observed teaching episodes evaluated by a university supervisor and P-12 mentor teacher.
- Students in initial teacher education programs will demonstrate their ability to positively impact P-12 learning through the completion of a capstone applied research project..
Requirements for the B.S. Ed. Degree with a Major in Special Education (Deaf and Hard-of-Hearing)
| Code | Title | Hours |
|---|---|---|
| Core Curriculum | 60 | |
| Core Areas A-E (See VSU Core Curriculum) | 42 | |
| Area F Requirements | ||
| EDUC 2999 | Teacher Education Requirements | 0 |
| ELED 2500 | Survey of Science Standards for Elementary Education | 3 |
| EDUC 2000 | Written and Verbal Communication for Education | 3 |
| EDUC 2120 | Exploring Socio-Cultural Perspectives on Diversity | 3 |
| EDUC 2130 | Exploring Learning and Teaching | 3 |
| ASLS 2110 | American Sign Language I | 3 |
| ASLS 2120 | American Sign Language II | 3 |
| All courses in Area F must be completed with a grade of “C” or higher | ||
| Professional Education | 60 | |
| MGED 3020 | Introduction to Standards, Planning, and Assessment | 2 |
| LITR 3110 | Emergent Literacy Through Children's Literature and the Arts | 3 |
| LITR 3120 | Early Literacy | 3 |
| SPEC 2000 | Serving Students with Diverse Needs | 3 |
| ELES 3100 | Developmentally Appropriate Practices | 3 |
| ELES 3020 | Assessment to Promote Student Learning | 4 |
| ELES 3210 | Introduction to the Management of Learning Environments | 3 |
| LITR 3130 | Developing Literacy | 3 |
| MATH 2008 | Foundations of Numbers and Operations | 3 |
| ASLS 2130 | American Sign Language III | 3 |
| DEAF 3130 | Orientation to Deaf Education: Communication, Culture, and Language | 3 |
| DEAF 4050 | Manual Communication | 3 |
| MGED 3220 | Reading and Writing in the Content Areas for Middle Grades | 3 |
| SPEC 3020 | Applied Behavior Analysis for Teachers | 3 |
| ASLS 3180 | American Sign Language IV | 3 |
| ASLS 3210 | American Sign Language V | 3 |
| DEAF 3040 | Legal and Ethical Issues for Deaf Education | 3 |
| MGED 3991 | Differentiated Classroom for Middle Grades | 3 |
| MATH 3161 | Mathematics for Early Childhood Teachers I | 3 |
| ASLS 3220 | American Sign Language VI | 3 |
| Total hours required for the degree | 120 | |
