Education at Bluffton College
The Education Department offers teacher preparation programs for students wishing to teach in early childhood programs (Pre-K-3), middle childhood programs (4-9), adolescent/young adult programs (7-12), multi-age programs (Pre-K-12), vocational programs (4-12), and intervention specialist programs for students with mild/moderate education needs (K-12). Students may choose a major in Early Childhood Education, Middle Childhood Education or Intervention Specialist within the Education Department or choose a major in another discipline with the addition of an adolescent/young adult, multi-age or vocational teacher licensure program. Students in Early Childhood, Middle Childhood, adolescent/young adult or multi-age programs may also complete requirements for special education licensure (K-12) as an intervention specialist for children with mild to moderate disabilities or this program may be completed as a major with no additional licensure. A prospective teacher must complete a major, approved courses in the chosen licensure areas and general education and professional licensure requirements for the state of Ohio.
Any student who wishes to pursue a program of teacher education at Bluffton College must seek approval through the Teacher Education Office. Application must be made (on forms obtained at the Teacher Education Office) in three stages: 1) admission to the teacher education program (first-year student/sophomore); 2) admission to student teaching (junior/senior); and 3) recommendation for licensure (senior). Criteria used in considering admission include: declaration of major, overall GPA (2.5 minimum); GPA in the major (2.5 minimum); PPST (PRAXIS I) test scores (at least 170 in math, reading and writing), completed teacher education application, recommendations from faculty, public school teachers and various administrative personnel of the college, physcial/emotional health, BCI clearance and technology proficiency. Detailed information is available in the Teacher Education Handbook in the Education Department. Final licensure requires meeting the state-approved score on appropriate PRAXIS II exams.
Any course taken within the student's licensure area, major, general and professional education programs must be passed with at least a grade of C-.
Majors
The student may select a major in Early Childhood Education,
Middle Childhood Education, Intervention Specialist or another discipline with adolescent/young adult, multi-age
or vocational licensure.
Early Childhood Education (65-66 hours)
EDU/SED 200 Introduction to Teaching in a Diverse Society (3)
EDU/SED 205 Field Experience: EC (1)
EDU 215 Human Growth and Development: Birth through Adolescence (3)
CPS 100 Using Microcomputers (2)or CPS 105 Introduction to Computers (3)
PSY 254 Educational Psychology and Classroom Assessment (3)
EDU 285 Phonics and Word Identification (3)
EDU 332 Social and Philosophical Issues in Education (3)
EDU 315 Reading Assessment (3)
EDU 295 Teaching Children to Read (3)
SED 235 Reading and Language Instruction for Diverse Learners (3)
EDU 280 Literature for Children (2)
EDU 255 Developmental Curriculum I: Cognitive (3)
EDU 265 Developmental Curriculum II: Aesthetic (3)
EDU 343 Early Childhood Instructional Methods and Classroom Organization (3)
SED 228 Introduction to Students with Mild/Moderate Disabilities (3)
SED 230 Diagnosis and Educational Planning (3)
SED 381 Methods/Materials for Young Children with Mild/Moderate Educational Needs (2)
MAT 185 Fundamentals Math Concepts for Early Childhood (3)
HPR 135 Personal and Community Health Concerns (3)
HPR 120 First Aid and CPR (1)
EDU 356 Early Childhood Practicum: Preschool (3)
EDU 445 Student Teaching: Early Childhood (10)
Certification in child abuse and communicable diseases (State of Ohio) required.
In addition, LAS 111, LAS 340, HUM 221, HUM 222 and MAT 105 from general education are required to meet the guidelines of this program.
Middle Childhood Education (66 hours + 2 areas of concentration)
EDU 201 Introduction to Teaching in a Diverse Society(3)
EDU 206 Field Experience: Middle Childhood (1)
EDU 215 Human Growth and Development: Birth through Adolescence (3)
CPS 100 Using Microcomputers (2) or CPS 105 Introduction to Computers (3)
PSY 254 Educational Psychology and Classroom Assessment (3)
EDU 285 Phonics and Word Identification (3)
EDU 296 Teaching Reading through Literature in Middle Grades (3)
EDU 332 Social and Philosophical Issues in Education (3)
EDU 315 Reading Assessment (3)
EDU 302 Reading in the Content Areas: Middle Childhood (3)
EDU 341 Middle Childhood Instructional Methods and Classroom Organization (3)
EDU 450 Student Teaching (Middle Childhood) (10)
Choose two of the following, based on concentration
EDU 405 Middle Childhood Methods: Language Arts(2)
EDU 406 Middle Childhood Methods: Science (2)
EDU 407 Middle Childhood Methods: Social Studies (2)
EDU 408 Middle Childhood Methods: Math (2)
In addition, LAS 111, LAS 340, HUM 221, HUM 222 and MAT 105 from the general education program are required.
In addition, completion of two areas of concentration are required, to be chosen from the following: language arts, mathematics, science or social studies. For specific courses required in each area of concentration, see the Teacher Education Handbook.
Adolescent/young adult
Students who wish to obtain an Ohio teaching license for
adolescent/young adult (7-12) must complete
the following professional education courses in addition to the licensure area, general
education and major requirements:
EDU/SED 202 Introduction to Teaching in a Diverse Society (3)
EDU/SED 207 Field Experience: A/YA (1)
SED 220 The Adolescent: Development and Diversity (2)
PSY 254 Educational Psychology and Classroom Assessment (3)
CPS 100 Using Microcomputers (2) or CPS 105 Introduction to Computers (3)
EDU 332 Social and Philosophical Issues in Education (3)
EDU 305 Content Area Literacy/General Methods (3)
EDU 344 Adolescent/Young Adult Classroom Organization (2)
Choose one of the following:
EDU 401 Adolescent/Yound Adult Special Methods: Language Arts (2)
EDU 402 Adolescent/Young Adult Special Methods: Science (2)
EDU 403 Adolescent/Young Adult Special Methods: Social Studies (2)
EDU 404 Adolescent/Young Adult Special Methods: Math (2)
All of the previously listed professional education courses, plus the completion of at least 80 percent of the licensure area course work, are prerequisites for student teaching:
General education requirements for licensure are met through the college general education program. Students working toward teaching licensure must follow the Bluffton College teacher education approved program of course work in the subject field in which licensure for teaching is sought. This program may not necessarily correspond with the college requirements for a major or with minimum state requirements. Specific requirements for each teaching field may be found in the Teacher Education Handbook, from an academic adviser or from the director of teacher education. For further information contact the director of teacher education.
The subject fields in which students may seek licensure are:
Adolescent/Young Adults (7-12)
Integrated language arts
Integrated mathematics
Integrated social studies
Life science
Physical science
Students should consult with the Education Department about licensure programs no later than the sophomore year to insure completion of requirements during a four-year period.
Multi-age Education
Students who wish to obtain an Ohio teaching license for multi-age (K-12) must complete the following professional education courses in addition to the licensure area, general education and major requirements:
EDU/SED 203 Introduction to Teaching in a Diverse Society (3)
EDU/SED 208 Field Experience: MA (1)
EDU 215 Human Growth and Development (3)
PSY 254 Educational Psychology and Classroom Assessment (3)
CPS 100 Using Microcomputers (2) or CPS 105 Introduction to Computers (3)
EDU 332 Social and Philosophical Issues in Education (3)
EDU 305 Content Area Literacy/General Methods (3)
EDU 345 Multi-age Classroom Organization (2)
All of the previously listed professional education courses, plus the completion of at least 80 percent of the licensure area course work, are prerequisites for student teaching::
General education requirements for licensure are met through the college general education program. Students working toward teaching licensure must follow the Bluffton College teacher education approved program of course work in the subject field in which licensure for teaching is sought. This program may not necessarily correspond with the college requirements for a major or with minimum state requirements. Specific requirements for each teaching field may be found in the Teacher Education Handbook, from an academic adviser or from the director of teacher education. For further information contact the director of teacher education.
The subject fields in which students may seek licensure are:
Multi-age (Pre K-12)
Foreign language (Spanish)
Health
Music
Physical education
Visual arts
Students should consult with the Education Department about licensure programs no later than the sophomore year to insure completion of requirements during a four-year period.
Vocational Education
Students who wish to obtain an Ohio teaching license for vocational areas (4-12) must complete the following professional education courses in addition to the licensure area, general education and major requirements:
EDU/SED 210 Introduction to Teaching in a Diverse Society (3)
EDU/SED 211 Field Experience: VOC (1)
EDU 215 Human Growth and Development (3)
PSY 254 Educational Psychology and Classroom Assessment (3)
CPS 100 Using Microcomputers (2) or CPS 105 Introduction to Computers (3) EDU 332 Social and Philosophical Issues in Education (3)
EDU 305 Content Area Literacy/General Methods (3))
All of the previously listed professional education courses, plus the completion of at least 80 percent of the licensure area course work, are prerequisites for student teaching:
General education requirements for licensure are met through the college general education program. Students working toward teaching licensure must follow the Bluffton College teacher education approved program of course work in the subject field in which licensure for teaching is sought. This program may not necessarily correspond with the college requirements for a major or with minimum state requirements. Specific requirements for each teaching field may be found in the Teacher Education Handbook, from an academic adviser or from the director of teacher education. For further information contact the director of teacher education. The subject fields in which students may seek licensure are:
Vocational (4-12)
Students should consult with the Education Department about licensure programs no later than the sophomore year to insure completion of requirements during a four-year period. Intervention Specialist (56-59 hours)
CPS 10 0 Using Microcomputers (2) or CPS 105 Introduction to Computers (3) Courses
Family and consumer sciences
Students interested in licensure in special education may complete the intervention specialist program for persons with mild to moderate disabilities (K-12).
EDU 215 Human Growth and Development (3)
EDU/SED 204 Introduction to Teaching in a Diverse Society: IS (3)
EDU/SED 209 Field Experience: IS (1)
EDU 285 Phonics (3)
EDU 295 Teaching Children to Read (3)
EDU 302 Reading in the Content Areas (3)
EDU 315 Reading Assessment (3)
EDU 332 Social and Philosophical Issues in Education (3)
SED 344 Intervention Specialist Classroom Organization (2)
MAT 185 Fundamental Math Concepts: EC (3)
PSY 254 Educational Psychology and Classroom Assessment (3)
SED 228 Introduction to Education of Students with Mild/Moderate Educational Needs (3)
SED 230 Diagnosis and Educational Planning for Special Needs Children (3)
SED 235 Reading and Language Arts for Diverse Learners (3)
SED 381 Methods/Materials for Young children with M/M Ed. Needs (2)
SED 380 Methods/Materials for Children with M/M Ed. Needs: MC/Adolescents (2)
SED 389 Issues in Special Education (1)
SED 453 Student Teaching: IS (10)
Recommended: SED 220 The Adolescent: Development and Diversity (2)
EC = Early childhood
MC = Middle childhood
A/YA = Adolescent/young adult
IS = Intervention specialist
Introduction to Teaching in a Diverse Society (3)
EDU/SED 200 (EC), EDU/SED 201 (MC), EDU/SED 202 (A/YA), EDU/SED 203 (MA), EDU/SED 204(IS), EDU/SED 210 (Voc)
This course is designed to provide a beginning opportunity for students to assess their compatibility with the teaching profession. It serves as an introduction to the history and philosophy of education, school finances, curriculum and the sociology of education. It also provides a study of the characteristics, abilities and educational needs of children and adolescents, both typically developing and those who are diverse in their educational needs. It will provide a study of the structures of American education and special education, educational reform, multicultural considerations in American education and the impact of socio-economic conditions on education. This course will be co-taught by both general and special education faculty. This course will be followed by a field experience to allow students classroom based experiences with teachers in area schools and enable them to observe, apply and reflect upon topics covered in this course.
Field Experience (1)
EDU/SED 205(EC), EDU/SED 206 (MC), EDU/SED 207 (A/YA), EDU/SED 208 (MA), EDU/SED 209 (IS), EDU/SED 211 (Voc)
Students complete a 70-hour field-based experience during which they assist classroom teachers. Placements with rich cultural, economic and learning diversity are selected. Through these experiences students reflect on the teaching profession, students, families and schools in general and begin to develop a personal philosophy of education. Prerequisite or corequisite: EDU/SED 200 - 204. Credit/no credit.
EDU 215 Human Growth and Development: Birth Through Adolescence (3)
This course is a study of the growth, development and behavior of children from prenatal
stages through adolescence. This course is crucial for all education students in order to understand child development in the larger context. It examines the effects of heredity and environment, including risk factors, developmental variations and patterns of typically and atypically developing children. It
focuses on aspects of child development that are particularly relevant to people who will
be professionally involved with children and their parents. The course includes
comprehensive coverage of the physical, intellectual and emotional/social development of
children, yet attempts a distinctly practical orientation. Clinical/field hours include preschool and family screenings as well as opportunities to observe early childhood, middle childhood and/or adolescent/young adult classrooms. 20 field hours. This course is also listed as FCS 214.
| Art* Biology Business Chemistry Communication Computer science English Family and consumer sciences General science Life sciences Health** History Humanities |
Integrated language arts Integrated social studies Mathematics Integrated mathematics Music*** Physical education** Physical science Physics Psychology/sociology Social studies Spanish Speech/communication |
Prerequisites: EDU 200/201/202/203 or 204, EDU 332, PSY 254 and junior standing.
* Art special methods course is ART 320.
** Health/physical education methods courses are HPR 325 and HPR 327
*** Music special methods courses are MUS 329, MUS 331 and MUS 203 and/or MUS 204.
EDU 355 Preschool Practicum 2 (2)
A study of preschool programs emphasizing various philosophies regarding administrative
planning, staff development, preschool design and parental involvement. Participation
required in a designated center. 20 clinical/25 field hours. Prerequisites: EDU 215.
EDU 390 Independent Study
EDU 401 A/YA Special Methods: Language Arts (2)
EDU 402 A/YA Special Methods: Science (2)
EDU 403 A/YA Special Methods: Social Studies (2)
EDU 404 A/YA Special Methods: Math (2)
These courses provide the prospective A/YA educator with methods and materials for language arts, integrated math, integrated social studies or science classrooms. Topics covered in these courses: development, implementation and evaluation of educational programming for A/YA language arts, integrated math, integrated social studies or science classroom. Additional topics include federal and state curriculum models and assessment models, classroom assessment strategies (formal and informal), use of technology, individualizing instruction, development of integrated units, collaboration and consultation. The focus will be on maximizing student learning. Prerequisite: junior standing.
EDU 405 Middle Childhood: Language Arts (2)
EDU 406 Middle Childhood: Science (2)
EDU 407 Middle Childhood: Social Studies (2)
EDU 408 Middle Childhood: Math (2)
These courses provide the prospective middle childhood educator with methods and materials for reading and language arts, math, social studies or science classrooms. Each student will take two methods sections based on areas of concentration. Topics covered in these courses: development, implementation and evaluation of educational programming for middle childhood reading and language arts, math, social studies or science classrooms. Additional topics include federal and state curriculum models and assessment models, classroom assessment strategies (formal and informal), uses of technology, individualizing instruction, teaming, development of integrated units, collaboration and consultation. The focus will be on maximizing student learning. Prerequisite: junior standing.
EDU 444, EDU 445, EDU 447, EDU 448, EDU 449, EDU 450,
EDU 451, EDU 452, EDU 453, SED 450, SED 451, SED 452 OR SED 453 Student Teaching (10)
Student teaching provides supervised experiences in applying the principles and techniques
learned in the professional courses to actual classroom situations under the guidance and
direction of a cooperating teacher. Student teachers spend full days in their assigned
public classroom for one semester during their senior year. Registration in one of the
following sections: preK (EDU 444), Early Childhood (EDU 445), Elementary (EDU 447),
secondary (EDU 448), K-12 (EDU 449), Middle Childhood (EDU 450), adolescent/young adult
(EDU 451), multi-age (EDU 452), vocational (EDU 453), DH/SLD(SED 450), DH only (SED 451),
SLD only (SED 452) or intervention specialist (SED 455).
Prerequisite for K-12, secondary, adolescent/young adult, multi-age and vocational: All professional education courses and certification/licensure area course work. Prerequisite for preK, Elementary, Early Childhood and Middle Childhood: all major requirements as listed in the certification/licensure program outlines. Prerequisites for SLD, DH and intervention specialist: all requirements as listed in the certification/licensure outline for Elementary, secondary, Early Childhood, Middle Childhood, adolescent/young adult, multi-age, SLD/DH and/or intervention specialist (as appropriate). In addition, all students registering for student teaching must be fully admitted to the teacher education program before registering. 10.5 weeks/full days. Credit/no credit.
EDU 455 Kindergarten Practicum (3)
Practical experience with materials and methods as used in the kindergarten classroom with
emphasis given to theory as well as application. A five-week student teaching experience
in a kindergarten classroom is included as part of the course. Prerequisites: EDU 200, EDU 215, EDU
280, EDU 312, EDU 314, EDU 316, PSY 254, and senior standing. 10 clinical/75
field hours.
Special Education (SED) Introduction to Teaching in a Diverse Society (3) Field Experience (1)
EDU/SED 200 (EC), EDU/SED 201 (MC), EDU/SED 202 (A/YA), EDU/SED 203 (MA), EDU/SED 204(IS), EDU/SED 210 (Voc)
Click for course description.
EDU/SED 205(EC), EDU/SED 206 (MC), EDU/SED 207 (A/YA), EDU/SED 208 (MA), EDU/SED 209 (IS), EDU/SED 211 (Voc)
Click for course description. Prerequisite or corequisite: EDU/SED 200 - 204. Credit/no credit.
This course is designed as a study of the characteristics, problems, promises and issues of
adolescence and will focus on aspects of adolescent development and the possible special
needs of adolescents that are particularly relevant to persons who will be professionally
involved with both adolescents and their families. The course includes a survey of the
physical, intellectual, social and emotional development of the typical adolescent and
also provides a study of the unique needs and characteristics of adolescents who are at
risk or who have disabilities. Students will have the opportunity to observe and interact
with adolescents within middle and high school settings. Topics to be covered in this
course: physical, intellectual, emotional and social development; becoming a change agent
in the secondary classroom; collaboration and consultation; holistic programs; regular and
special education programs in middle schools and high schools; diverse populations in
middle/secondary schools; family-school partnerships; and sociocultural awareness. 10
field/10 clinical hours. Prerequisite: EDU/SED 200-204.
SED 228 Introduction to Education of Students with
Mild and Moderate Educational Needs (3)
This course is an introduction to the broad spectrum of abilities of students aged 3-21
with mild to moderate disabilities. A study of the history, definition, characteristics,
assessment and services is covered as well as family, social and legal aspects. Numerous
philosophical and practical perspectives are integrated into current practices of
diagnosis and intervention as they relate to the specific needs of persons with
disabilities in the community, school and world of work. Topics to be covered in this
course: schools, society and achievement; special programs; labels and children with mild
and moderate disabilities; cognitive and academic characteristics; social-emotional
characteristics; individualizing instruction; services, curriculum and instruction;
research-based and traditional approaches to teaching; inclusion and collaboration; early
intervention and preschool intervention programs. 10 field/10 clinical hours. Prerequisite: EDU/SED 200-204.
SED 230 Diagnosis and Educational Planning for
Special Needs Children (3)
This course focuses on information and practical experiences relating to assessment and remediation of children with mild/moderate educational needs. Topics to be covered include formal and informal criterion-referenced assessment, individualized educational plans, multidisciplinary approaches, parental roles, report writing, collaboration. 20 clinical hours. Prerequisites: SED 228, junior standing or consent of the instructor.
SED 235 Reading and Language Instruction for Diverse
Learners (3)
This course introduces speech and language acquisition of the typically and atypically developing child. It
also presents a survey of various disorders and their effects on receptive (listening and
reading) and expressive (oral and written) language functions and learning. Students
become familiar with the diagnostic tools and the professional vocabulary in order to
communicate effectively with other professionals. Emphasis is placed on methods that the
regular classroom or intervention specialist can use to communicate with and teach children
with diverse learning styles in reading, writing, listening and speaking. Students become
sensitive to the concerns of speech and language differences related to culture and
environmental issues. 10 field hours/20 clinical hours. Prerequisites: SED 228 and SED 230
and junior standing or consent of the instructor.
SED 350 Curriculum Methods and Materials for Students
with Learning Disabilities (2)
This course is designed to develop teacher competency, to analyze learners and to plan the
"least restrictive environment" for the student with learning disabilities.
Students will develop skills in designing, implementing and evaluating appropriate
educational interventions in the areas of language, math, reading, behavior and social
skills. Projects will be assigned requiring students to collaborate with elementary or
secondary education students in designing lessons and classroom environments. 20 field/20
clinical hours. Prerequisites: SED 228.
SED 351 Curriculum Methods and Materials for Students
with Developmental Handicaps (2)
This course is designed to develop teacher competencies in working with students with
developmental handicaps by providing an overview of successful educational efforts;
methodologies for managing case-loads; instructional strategies within specific content
areas; and methods for incorporating study, social and life skills into instruction.
Attention will be given as well to occupational orientation and transition planning.
Projects will require collaboration with students from other related disciplines in
designing lessons, classroom environments, community-based instruction and transition
programs. 20 field/20 clinical hours. Prerequisites: SED 228.
SED 450 Student Teaching - DH and SLD (10)
SED 451 Student Teaching - DH only (10)
SED 452 Student Teaching - SLD only (10)
SED 452 Student Teaching - IS (10)
Student teaching provides supervised experiences in applying the principles and techniques
learned in the professional courses to classroom situations under the guidance and
direction of a cooperating teacher. Student teachers spend full days in their assigned
public school setting for 10 weeks during the senior year. Credit/no credit
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