School of Education Academic Programs

Welcome to the Department of Curriculum and Instruction in the School of Education at Clark Atlanta University. The Departmental faculty and staff hope that you will choose to pursue a degree in education here. We offer several kinds of degree programs. At the undergraduate level, our degree program prepares students to be certified to teach in the field of Early Childhood Education (preschool through fifth grade).Additionally, theDepartment of Curriculum and Instruction offers another Bachelor’s Degree in Educational Studies- Child Development. We also offer the Master’s Degree in Teaching (mathematics and science) for secondary education and the Master’s degree in Special Education General Curriculum. Our Post-baccalaureate Certification Program in early childhood education enables those who have undergraduate degrees outside of the field of education to prepare for State certification and to become teachers.

The programs of the School of Education have a two-pronged focus: to address historical inequities in the field of education, and to prepare students to become effective change agents who work to revamp the field to meet the needs of today’s learners. To function effectively in the contemporary world, students are prepared to use the cultural diversity of their students as an asset.

CAU graduates have a solid knowledge base, have high levels of self-esteem, can work independently and with others and are leaders able to motivate colleagues and students to higher levels of achievement.

We hope you will choose to become one of our graduates.

BA Elementary Education P-5 

BA Educational Studies–Child Development 

Post-Baccalaureate P-5 Certificate only 

BS Biology Scheduled launching for the 2020-2021 school year 

MA K-12 Special Education

Other Special Programs

 JumpStart 

 Horizons at Clark Atlanta University

Mission

The mission of the Department of Curriculum and Instruction is to prepare candidates to serve the needs of P-12 learners in a multicultural, global society.

Vision

The Department of Curriculum and Instruction will, through the preparation of highly qualified candidates, advance academic achievement of students in diverse P-12 populations through experiential outreach and the effective use of technology-driven pedagogy in global settings.

The objectives of the Department of Curriculum’s undergraduate programs are both professional and functional. The professional objectives are to provide (1) pre-service education for prospective teachers and (2) general background and training in education for students choosing other career options in education. The functional objectives are to (1) prepare critical thinking change agents for social justice in urban schools and communities (2) conduct research that addresses global educational challenges, particularly those in urban areas, as well as those in the nation, region and state, as a basis for formulating teacher education programs that address education conditions affecting historically disenfranchised populations.

The objectives of the Department of Curriculum and Instruction’s undergraduate programs are both professional and functional. The professional objective is to provide (1) pre-service education for prospective teachers, and (2) background in the principles of education for students preparing for general and social service areas of education. The functional objectives are to create interest in the social and civic functions of education, to conduct research in the field of education, and to study educational problems of the nation, region and state as a basis for formulating a teacher education program which places emphasis on educational problems affecting minorities.

B.A., Early Childhood Education Program – Elementary Education and Post Baccalaureate P-5 Certificate Only

The Early Childhood Education Program prepares instructional personnel to direct the education of young children from birth to age ten (preschool – grade five). The goals of this program are to provide prospective teachers with:

• Experience in planning, implementing, and evaluating the total educational program in early childhood and primary grade settings.

The State of Georgia is the agency that certifies teachers. All initial certification programs start with the attainment of a pre-service certificate. Certification for teaching in the state of Georgia currently requires passing scores on the GACE/Praxis I examination and passing scores in the appropriate field of the GACE/Praxis II examination, in addition to successful completion of program requirements. The State of Georgia determines passing scores for GACE/Praxis I and GACE/Praxis II and denotes exemptions for GACE/Praxis I. Because programs in the Department of Curriculum must be responsive to state certification requirements, students should contact the department to determine whether the state has made changes since the publication date of this catalog.

Licensure and Certification

For Non-degree Certification Students:

• A 3.0 GPA
• Pre-service certificate
• All course work for certification is completed
• Documentation of TCT/PRAXIS II/GACE II passing score
• Internship application is completed
• Submission of the EdTPA

Student enrolled in Graduate Degree Programs:

• A 3.0 GPA
• Pre-Service certificate 
• Certification of all course work required for certification
• Documentation of TCT/ PRAXIS II/GACE II content area passing score
• Submission of the EdTPA

Non-degree Students working in a classroom on a provisional certificate:

• A 3.0 GPA
• A Pre-service certificate
• All course work for certification is completed
• Documentation of a Pre-service certificate and TCT/PRAXIS II/GACE II passing score
• Completion of one year professional experience under supervision
• Documentation indicating the staff person assigned as the site supervisor for the supervised experience

Students who are not admitted to any of the School of Education’s programs may not register for internship with a social system or seek certification from Clark Atlanta University.

Comprehensive Examination

A written comprehensive examination is required of every master’s degree candidate. The student must have completed all core courses and the required courses in the area of concentration. The written comprehensive examination is designed to test the candidate’s mastery of his/her major field and not simply the course material. That is, it is a tool to help synthesize and apply information gained throughout the program of study. Taking the Comprehensive Examination Students must complete an application in the Department of Counseling and Psychological Studies to sit for the comprehensive exam. Comprehensive examinations are scheduled twice a year, once in March and once in November. Students are advised to take the examination as soon as possible after the completion of required course work. The comprehensive examination may be taken during the last semester in which the candidate for the degree is registered for the last three hours of credit. The exam schedule is regularly posted (see the administrative assistant to the chair).

Communications Skills Examination

A written examination designed to assess students’ comprehension and vocabulary academic achievement. All graduate students must take the Communications Skills Examination if they are not exempt. Students are exempted if they score a 3.0 or higher on the Analytical area of the Graduate Records Examination (GRE). However, they must register for the examination. The examination is offered twice an academic year, the second Saturday in March and November. Moreover, the examination should be taken in the first semester of study. CEDS 500 Communication Skills.  Contact your advisor for additional information.

GACE

Georgia Assessments for the Certification of Educators  
https://gace.ets.org/

6.1.3 Program Admissions Assessment. A passing score on the Program Admission Assessment (formerly the Basic Skills Assessment) or a qualifying exemption is required for admission to all initial preparation programs. Qualifying exemptions include LFE (Limited Flexibility Exemption which applies to 5% of the cohort). Minimum scores on the ACT, GRE and SAT.

Field Experience

All teacher education candidates must complete 300 hours of field experience prior to pre-service teaching. The Field Experience is to provide education majors in their junior and senior years of college with an optimum learning experience in urban public- and state- accredited private school classrooms, and communities, thereby making their transition from student to professional more effective and less stressful. This is accomplished through both Practica and Clinical experiences according to the descriptors outlined by NCATE Standards. Candidates should note that the opportunity to participate in field experiences/pre-service teaching and therefore to finish programs depends on the candidate’s ability to satisfy criminal background check requirements.

Student Teaching

Candidates planning to engage in pre-service teaching must meet certain criteria in order to be accepted into pre-service Teaching. Candidates must apply during specified periods each semester. Application dates are posted and written notices sent to faculty members who are asked to announce the application dates to their classes and advisees. pre-service Teaching applicants must provide documentation that they meet the following criteria:

1. Passing selected standardized teaching field examinations required for certification in the state of Georgia (currently the GACE/Praxis II examination; GACE/Praxis I required for program admission);
2. Presenting grade point averages as follows:
   1. An overall GPA of 3.0 or better
   2. A 2.50 GPA or better in all professional education courses
   3. A 2.50 GPA or better in all required courses in the content specialization, and
   4. A minimum grade of “C” in all professional and specialized education courses at the time of application for pre-service Teaching
3. Presenting acceptable Departmental evaluation of field experiences;
4. Submitting current recommendations from Department of Curriculum advisors and/or faculty members who teach content courses in the teaching specialization;
5. Documenting clearance on the criminal background check;
6. Possessing and maintaining personal liability insurance;
7. Completing satisfactorily an interview with the Field Experience Committee.

The Field Experience Committee consisting of the Department Chairperson, program advisor (coordinator), and the Director of Field Services will judge the adequacy of each application. The committee will notify successful applicants by letter that the application is being sent to the designated public school administrator for placement. Upon receipt of placement information from the public school administrator, the University/Director of Field Services will mail notices to applicants with a copy to program coordinator. The Department retains applications of candidates failing to meet specific criteria and informs them of deadlines for meeting criteria. Applicants who do not qualify for pre-service teaching placement must meet with department advisors and/or coordinators for counseling and further vocational guidance.

Field Experience Forms

• Field Experience Time Sheet
• Candidate Evaluation of Cooperating Teacher

Handbooks

• Student Curriculum Handbook 2020-2021
• Math 6-12 Education Curriculum Handbook 2020-2021
• PH Broad Field 6-12 Education Curriculum Handbook 2020-2021

Candidates planning to engage in Pre-service teaching must meet certain criteria in order to be accepted into Pre-service Teaching. Candidates must apply during specified periods each semester. Application dates are posted and written notices sent to faculty members who are asked to announce the application dates to their classes and advisees. Pre-service Teaching applicants must provide documentation that they meet the following criteria:

1. Attainment of a GaPSC Pre-service Certificate 
2. Passing selected standardized teaching field examinations required for certification in the state of Georgia (currently the GACE/Praxis II examination; GACE/Praxis I required for program admission)
3. Presenting grade point averages as follows:
   1. An overall GPA of 3.0 or better
   2. A 2.50 GPA or better in all professional education courses
   3. A 2.50 GPA or better in all required courses in the content specialization
   4. A minimum grade of “C” in all professional and specialized education courses at the time of application for Pre-service Teaching
4. Presenting acceptable Departmental evaluation of field experiences
5. Submitting current recommendations from Department of Curriculum advisors and/or faculty members who teach content courses in the teaching specialization
6. Documenting clearance on the criminal background check
7. Possessing and maintaining personal liability insurance
8. Completing a satisfactory interview during the Program Admissions Application Process

The Field Experience Committee consisting of the Department Chairperson, program advisor (coordinator), and the Director of Field Services will judge the adequacy of each application. The committee will notify successful applicants that the application is being sent to the designated public school administrator for placement. Upon receipt of placement information from the public school administrator, the University/Director of Field Services will mail notices to applicants with a copy to program coordinator. The Department retains applications of candidates failing to meet specific criteria and informs them of deadlines for meeting criteria. Applicants who do not qualify for Pre-service teaching placement must meet with department advisors and/or coordinators for counseling and further vocational guidance. Student teachers are expected to complete a year-long experience and complete their EdTPA as part of this experience. 

EdTPA

EdTPA is a comprehensive exit requirement of all initial certificate pursuers. Coursework is aligned to the EdTPA. Each content area has a different format.

• Bachelor of Arts- Elementary Education
• Postbaccalaureate Certification Planned Program
• Bachelor of Arts– Educational Studies-Child Development
• Post Baccalaureate- Early Childhood Education
• Bachelor of Science- Biology
• Master of Arts in Teaching– Science Education
• Master of Arts in Teaching– Mathematics Education
• Master of Arts– Special Education General Curriculum

All teacher education and all Educational Studies candidates must complete 300 hours of field experience prior to pre-service teaching. The goal of Practica is to provide grade bands and demographic diversity to ensure breadth and depth of experience. The Student Teaching/Cooperative Education experiences are designed to be year-long with these two majors and with 560 hours each semester. The Field Experience is to provide education majors in their junior and senior years of college with an optimum learning experience in urban public- and state- accredited private school classrooms, and communities, thereby making their transition from student to professional more effective and less stressful. This is accomplished through both Practica and Clinical experiences according to the descriptors outlined by CAEP/GaPSC Standards. Candidates should note that the opportunity to participate in field experiences/pre-service teaching and therefore to finish programs depends on the candidate’s ability to satisfy criminal background check requirements. Student teachers in every program are expected to complete the contest assessment for GACE prior to starting their experience. 

For the students who are Educational Studies, there is a parallel expectation of hours.

For graduate students, there is a practicum experience prior to student teaching. Students who would like to use their contractual work experience to satisfy clinical requirement must have the permission of their advisor and Field Director/Credentialing Officer.

Department of Curriculum Course Descriptions

CECE 200: Introduction to Early Childhood Education                                Fall, 3 Credits

Course experiences are designed to provide a survey overview of early childhood education (ages 3-7 years; preschool thru grade 2) as professional field of study and practice.  Emphasis is on the role and function of early childhood education (ECE) programs in providing a learning foundation for urban, minority children.  Course contents include an introduction to historical and contemporary issues, pioneers, and approaches in ECE.  Course reviews and analyses include, but are not limited to, The Montessori Method, James Banks’ work in the Hartford Connecticut School System, Jawanza Kunjufu’s theories on urban, Black education, and the Reggio Emilia approach to ECE.  Candidates will observe and analyze a variety of urban, minority ECE programs.  Prerequisites: CENG-105 and CGED 106 with a grade of “C” or better and CGED 101.  Co-requisites: CEDC 262, CECE 212.

CECE 206: Foundations of Mathematics for Teachers I                          Spring, 3 Credits

Extends candidates’ content proficiency, conceptual understanding of numbers, numeration systems and fundamental concepts of algebra with an emphasis on conjecture and explanation.  Candidates will work on specific content in the composition, decomposition, and re-composition of numbers including place value of any base, factors and multiples, prime and composite numbers, inverses and the application of the order of operations to numerical and algebraic expressions.  Candidates will explore the use of proportional reasoning skills, symbolic, numerical and graphic representations of mathematical situations, as well as understand the properties and operations of real numbers in an algebraic context.  The presentation of these principles and aspects of mathematics will be interpreted through the National Council of Teachers of Mathematics (NCTM) standards in particular standards on problem solving, reasoning, technology and making connections to real world and cross disciplinary instruction. Prerequisites: CMAT 103 and CMAT 105 or CMAT 105 and CMAT 106.  Co-requisites: CEDF 211 and CECE 213.

CECE 213 Practicum I                                                                                              Fall, 3 Credits

An entry-level practicum designed for early childhood teacher education candidates. The ten-week 100 hours practicum engage candidates in authentic observations and as participants in Pre-Kindergarten and Kindergarten community education agencies.  Candidates participate as a reflective learner as teachers’ guide their children through the learning processes. Candidates plan and conduct systematic observations to learn about children developmental levels, social skills and peer interactions; to interpret observational data and how to implement plans appropriate for the developmentally needs of the children. Professionalism competencies are an integral part of the candidates learning process.                    

CECE 214: Literature for Children and Youth                                             Spring, 3 credits

The criteria for selection and evaluation of books for children and youth, in terms of appropriateness for their stages of growth and development.  The course includes the use of literature for enhancing cultural pluralism and strategies for presenting literature in creative ways. 

CECE 201: Literacy in Early Childhood I                                                         Fall, 3 Credits

Insights into the nature of the reading process and emergence of reading readiness skills will be emphasized.  Candidates learn to provide a developmentally appropriate environment for reading to begin.  The course focuses on the strategies needed to teach reading to the preschool, kindergarten, first grade, and second grade student.  A field component provides practical experience. Prerequisite: Admission to the Early Childhood Program. Co-requisite: CECE 313

CECE 202: Literacy in Early Childhood II                                                  Spring, 3 Credits

This course will examine, in depth, the content and methods used in teaching reading and writing effectively.  Candidates will create a classroom climate where literacy flourishes.  It will examine various theories and methodologies, issues, germane to the urban school environment will be addressed.  The use of multicultural and ways to serve linguistically different child will be included.  The field experience in an urban school setting will provide practical experiences for the candidates. Prerequisite: CECE 300, 313. Co-requisite: CECE 316.

CECE 214 Professional Engagement I                                                                               Fall, 3 Credits

This entry-level professional engagement is designed for potential education candidates.  The professional engagement provides experiences that introduce potential candidates to teachers, learners, and the school community through processes of observing and exploring.  Course assignments engage potential candidates in activities that strengthen skills in writing and critical observations. 

CECE 302: Child Development:  The Urban Learner                                Spring, 3 Credits

Engages candidates in an exploration of how children learn and develop, of myriad influences on children’s development, and theories of child development and facilitates candidates’ development of strategies, which promote optimal learner growth.  Focuses special attention on cultural elements, which influence the development of children in urban schools and communities.  Guides candidates to an appreciation of the interdependence of cognitive, physical, and affective domains in the overall development of children.

CECE 304: Classroom Management                                                                Fall, 3 Credits

This course includes a review of organization and scheduling practices which maximized a positive learning environment.  Candidates explore the use of guidance and discipline techniques for managing classroom behavior.  Through simulations of typical management problems in the classroom, candidates gain understanding of how to structure and organize the environment for effective learning.  Prerequisite: Admission to the Teacher Education, Educational Studies, or Post baccalaureate Certification Program.

CECE 312: Language Arts I: Content                                                            Fall, 3 credits

Instruction in the elements of the language arts program, with emphasis on candidates’ own achievement of proficiency in language arts skills.  Candidates review teacher competencies needed to teach language arts effectively.  Prerequisites: Admission to the Teacher Education Program CENG 105, CENG 106; CECE 200 and CECE 214.

CECE 313 Practicum II Planning and Instructing                                                             Fall, 3 Credits

This practicum is design to engage early childhood teacher education candidates through a curriculum development and implementation process with emphasis on grades 1-3. The ten-week 100-hours practicum engages candidates in informal observations and participation of curriculum development and implementation. Under the tutelage of certified teachers and agency leaders, candidates learn how to align standards, curriculum and tests, organize for small group content teaching and learning, infuse literacy and reading strategies in teaching, implement inclusive practices and integrate technology into the curriculum and instruction.

CECE 314: Creative Development                                                                    Fall, 3 Credits

This course offers guided observations of and experiences in application of instructional methodologies.  Emphasis on interdisciplinary methodology, culturally appropriate pedagogy, integration of creative activities and on assessment.  Self/peer/professor review and critique.  Some field experience.  Designed to offer candidates the opportunity to gain competency in the use of variety of media and explore potentials in creative arts.  Candidates enhance their abilities to appreciatively criticize art, develop an understanding of the function of art in society and education, experience the practical use of tests in art/health/physical and movement education /and professional education.  The course is also designed to offer candidates the opportunity to gain competence in the use of a variety of media. Prerequisite: Admission to the Teacher Education Program.

CECE 315 Professional Engagement II                                                       Fall, 3 Credits                                                                                                              Fall, 3 Credits

This professional engagement is design to engage early childhood teacher education candidates through a curriculum development and implementation process with emphasis on grades 1-3. The ten-week 100-hours practicum engages candidates in informal observations and participation of curriculum development and implementation. Under the tutelage of certified teachers and agency leaders, candidates learn how to align standards, curriculum and tests, organize for small group content teaching and learning, infuse literacy and reading strategies in teaching, implement inclusive practices and integrate technology into the curriculum and instruction.

CECE 316 Practicum III Instructing and Assessing                                             Spring 3 Credits

This practicum focuses on the instructional process and skills, resources, knowledge, and interactions that ensure student learning.  Experiences are provided which promote candidates’ awareness of the importance of developing and nurturing family relationships to support the teaching/learning process in Early Childhood Education.  Candidates are guided to use their specific content knowledge to establish teaching/learning objectives.  Emphasis on Grades 4-5.

CECE 402: Professional Development                                                             Fall, 1 Credit

This course provides the opportunity for candidates to enhance their skills in interpersonal relationships.  It examines situations encountered by teachers, school administrators, supervisors, and group leaders.  Professional presence, which includes poise, self confidence, control and style which empower the candidate and command respect will be emphasized.  Prerequisite: Admission to the Educational Studies Program.

CECE 404: Early Childhood Curriculum and Methods                                  Fall, 3 Credits

Study of origins, philosophy, organization, and implementation of curriculum models for early childhood education.  Candidates also examine teaching methods and materials used during the early years, and principles and practices employed in early learning programs.  Prerequisites: Admission to the Teacher Education or Post baccalaureate Program, CEDC 200, CEDF 211.

CECE 405: Preschool Program Development                                                Fall, 3 Credits

Examination of organizational structure, aims, purposes, and variety of preschool educational programs, including teacher characteristics, classroom organization, and program scheduling.  The laboratory component allows students to observe and participate in a preschool setting.  Prerequisites: CEDC 200, CEDF 211, Passing scores on Praxis I or exemption from Praxis I.

CECE 414 Professional Engagement III                                                     Spring, 3 Credits

This course will examine, in depth, the content and methods used in teaching and training effectively. The course will examine pedagogy and andragogy.  The backdrop of the course will be the InTasc Standards. Further, the course will build on the experiences of Practicum I and II, and incorporate and integrate the ITSE Standard. Assessment will be highlighted.

CECE 415: Methods of Teaching Reading and Writing                           Spring, 3 Credits

Knowledge, skills, and attitudes necessary for effective organization and implementation of the reading program.  Candidates learn to promote reading as an informative, rewarding, and essential component of education.  The course includes a review of widely used methods in teaching reading and a laboratory experience in which candidate’s instructional strategies.  Prerequisites: Admission to the Teacher Education or Post baccalaureate Certification Program, CEDC 312, CEDC 313.

CECE 426: Integrated Teaching of Elementary Math and Science               Fall, 3 Credits

This courses uses readings, case studies, instructional technology, and a school based practicum to help pre-service teachers develop the scientific and mathematical knowledge, skills, and dispositions needed to teach science and mathematics in grades K-4.  It examines research and theory in the field of math and science instruction and assessment, and emphases culturally appropriate methodology in the integration of math and science. Prerequisite: Admission to the Teacher Education Program, CECE 212, 213, 307, 313, and CMAT 308. Co-requisite: CECE 316.

CECE 444: Pre-service Teaching – Elementary Education Residency I  Fall, 12 Credits

Practical experiences with children, preschool to grade five, in approved educational settings and under the supervision of state-certified teachers.  Through daily work and other interactions, the candidate integrates and utilizes the knowledge and skills gained in major courses. CEDC 444 is a full-day practicum daily lasting Sixteen weeks. The pre-service teacher is required to attend the campus-based reflective seminars once per week, and other teaching related workshops and activities. Prerequisites: Completion of all core and major courses with required grades; passing scores on the Praxis I examination and the Praxis II examination in the appropriate field; appropriate recommendations; acceptable interview.

CECE 445: Pre-service Teaching – Elementary Education Residency II Spring, 12 Credits

Practical experiences with children, preschool to grade five, in approved educational settings and under the supervision of state-certified teachers.  Through daily work and other interactions, the candidate integrates and utilizes the knowledge and skills gained in major courses. CEDC 445 is a full-day practicum daily lasting Sixteen weeks. The pre-service teacher is required to attend the campus-based reflective seminars once per week, and other teaching related workshops and activities. Prerequisites: Completion of all core and major courses with required grades; passing scores on the Praxis I examination and the Praxis II examination in the appropriate field; appropriate recommendations; acceptable interview.

CECE 452: Integrated Teaching of Social Studies and Language Arts Spring, 3 Credits

This course will examine, in depth, the methods used in teaching the integration of Social Studies into the Language Arts in the elementary school.  We will examine various theories from the foundation for methods that are commonly practiced.  We will explore current research and its use as a basis for the “best practice” in diagnosis and instruction.  Through detailed study, research, class discussion and examination of each area of the social sciences and language arts, candidates will grow in their understanding of the interrelation of both disciplines.  In keeping with our mission as change agents in the urban environment, we will address issues that are extremely important in an urban school environment, such as the need to establish a positive environment, ways to build positive images of self in order to enhance learning, the use of multicultural literature, and ways to serve the linguistically different child.  Instruction in the elements of social studies and language arts, with emphasis on knowledge required for the teaching of content skills and methods in the language arts and social studies programs.   Candidates review teacher competencies needed to effectively teach language arts and social studies skills. Prerequisites: Admission to the Teacher Education Program, CECE 212, 213, 307, 313, and CMAT 308. Co-requisite: CECE 316.

CECE 498: Developing Family and Community Relationships                    Fall, 3 Credits

Develops candidates’ knowledge of and skills in fostering these relationships.  Includes a review of parent and other adults’ involvement with the schools (i.e., volunteers, and paraprofessionals in the classroom). Promotes candidates awareness of importance of teacher-family and teacher- community relationships in supporting learning success and well being for learners. Prerequisites: Admitted to Teacher Education Program, CEDF 211, CCPS 201, and CECE 302.

CEDC 215: Adolescent Literature                                                               Spring, 3 Credits

This course is a study of selected adolescent novels relevant to the interest, concerns, and developmental tasks of adolescents, with emphasis on evaluating and teaching these materials in the middle grades (4-8) and high schools. Prerequisite: Admission to Teacher Education or Educational Studies. Co-requisites: As outlined on planned programs of study.

CEDC 262: Educational Technology                                 Fall, Spring, Summer, 3 Credits

Candidates gain experience with a variety of computer applications and technological tools used in education and other professions.  Emphasis on acquiring knowledge to enhance productivity, communication skills, critical thinking and problem solving in research and societal and ethical issues.  Hands-on training in applications including advanced word processing, the Internet, spreadsheet, database and presentation tools.  Designed to offer candidates opportunity to gain competency in the use of a variety of media, including 16mm films, projectors, videotapes, audiotapes, and other equipment for instruction.  Significant focus is place on Computer-Assisted Instruction, the development of web sites and electronic portfolios.  Candidates will demonstrate competency in field experiences.  This course is designed to satisfy the Georgia Teacher Certification Requirement in Technology.  Co-requisites vary by program.

CEDC 303: Human Relations                                                                      Spring, 3 Credits

Opportunity for students to enhance their skills in interpersonal relationships.  The course uses role-playing and other drama techniques to examine the quality of human relations between various groups.  Prerequisite: Passing scores on Praxis I or exemption from Praxis I.

CEDC 309: Teaching Geometry, Grades 6-12                                                 Fall, 3 credits

Presents geometric concepts central to the mathematics program of the middle grades: construction and measurement, congruence and similarity, parallelism, perpendicularity, polygons, circles, 3-D figures, area, perimeter and volume. Prerequisites: Admission to Teacher Education or Educational Studies, CMAT 105, CMAT 106, & CMAT 307.  Co-requisite: CEDC 311.

CEDC 311: Teaching Algebra, Grades 6-12                                                     Fall, 3 credits

Deals with topics in elementary/middle grades curriculum: Negative numbers, linear and quadratic equations, polynomials, number theory, probability and statistics. Prerequisite: Admission to Teacher Education or Educational Studies, CMAT 105, CMAT 106 & CMAT 307. Co-requisites: CMAT 308, CEMG 302.

CEDC 320: Teaching Foundations of Mathematics from Cultural Perspectives-Grades 6-12                                                                                                                          Spring, 3 credits

This course examines the history of mathematics, its contributors from all cultures, proofs, mathematical modeling, set theory and logic, and a history of numbers and number theory.  The course engages candidates in different types of teaching strategies, including the use of different technologies, as well as content.  Prerequisites: Admission to Teacher Education or Educational Studies, CMAT 105, CMAT 106, CMAT 307, CMAT 308. Co-requisites: CMAT 309, CEDC 309, CEMG 303 or CEDC 488.

CEDC 321: Teaching Concepts of Calculus-Grades 6-12                              Fall, 3 credits

This course introduces the candidate to the intuitive idea of a limit, reintroduces the concepts of series, sequences, and functions, and the limit of the same.  The epsilon-delta neighborhood definitions will be used for continuity concepts, derivatives, and integrals.  The computer programs MATHCAD and MATHEMATICA will be the tools for problem solving and applications.  Such problems as area under curves and maxima and minima will be examined as to their applications in middle grade mathematics program using this computer technology.  Prerequisites: Admission to Teacher Education or Educational Studies, CMAT 105, CMAT 106, CMAT 307, CMAT 308, & CMAT 309. Co-requisites: CEMG 430 & CEMG 404 or CEDC 488.

CEDC 322:  Teaching Science, Grades 4-8                                               Spring, 3 Credits

This is an activity-based course that infuses the earth and life sciences teaching strategies, content, central themes, and technology for teaching earth and life sciences’ concepts to middle grades learners. Prerequisites: Admission to Teacher Education or Educational Studies. Co-requisites: As outlined on planned programs of study.

CEDC 408: Multicultural and Global Education                                              Fall, 3 Credits

Examines theories of multiculturalism and introduces critical race theory as a tool in critiquing elements of society and education.  Overview research about the education of culturally diverse groups and promotes candidates’ skills in creating culturally compatible learning environments and implementing culturally responsive pedagogy.  Guides candidates in an exploration of community, and family cultural resources and in building family and community relationships in urban schools and communities.  Develops candidates’ dispositions, knowledge, and skills in their role as advocate for equity and social justice in culturally diverse schools in urban communities.  Examines cross-cultural educational institutions. Prerequisite: Admission to the Teacher Education, Educational Studies, or Post baccalaureate Certification Program.

CEDC 430: Teaching Integrated Mathematics and Science                          Fall, 3 Credits

This course integrates methods of teaching math and science principles and concepts.  Emphasis is on such concepts as quantification, space-time relationships, data collection and graphic communications.  Materials and assignments will be selected to ensure the development of mathematics competencies while at the same time achieving the goals of science.  Prerequisite: Admission to Teacher Education & Educational Studies, completion of all mathematics and science content courses in the Middle Grades program of study with one exception (CEDC 456). Co-requisite: CEMG 404, CEMG 441, CEDC 456-Science Concentration.

CEDC 443: High School Curriculum and Methods                                        Fall, 3 Credits

Acquisition of knowledge and skills for guiding the learning process at the secondary education level. Covers the nature of effective teaching; organization of the secondary school curriculum; planning and implementing classroom instruction; guidance in the secondary classroom setting; promotion of self-discipline; and evaluation of learning.  Prerequisites: CEDF 211, CCPS 301, and CPSY 218 or CCPS 398.

CEDC 448: Pre-service Teaching – Secondary School                    Fall, Spring, 13 Credits

Experience in teaching major concentration courses.  Under the supervision of a state-certified teacher and a college supervisor in the teaching field, candidates plan, implement, and evaluate teaching and learning experiences in an approved Atlanta area school. Instruction occurs through individual conferences, observation, assessments and evaluations, and participation in Education Seminar, workshops, and other interactions with supervisors.  CEDC 448 is a full-day practicum and lasts sixteen weeks.  The pre-service teacher is required to attend the campus-based reflective seminars once per week, as well as other teaching-related workshops and activities.  Prerequisites: Completion of all core and major courses with required grades; passing scores on the Praxis I examination and the Praxis II examination in the appropriate field; appropriate recommendations; acceptable interview.

CEDC 449: Pre-service Teaching P-12                                                Fall, Spring, 13 credits

This pre-service teaching practicum is for the P-12 fields of Foreign Languages (French, Spanish) and Music.  P-12 majors pursue a full-time in-depth practicum with children under the supervision of a state certified classroom teacher (preferably one who has acquired the Teacher Support Specialist [TSS] endorsement) and a college supervisor in the teaching field. Candidates plan, implement, and evaluate teaching and learning experiences in an approved Atlanta area school.  P-12 pre-service teachers spend ten weeks of in-depth practica at one grade level (i.e., early childhood education, middle grades, or secondary) school setting. Prior to in-depth practica, two-four weeks sessions are spent observing and implementing projects with children at the other grade levels.  The pre-service teacher is required to attend the campus-based reflective seminars once per week, as well as other teaching related workshops and activities.  Prerequisites: Completion of all core and major courses with required grades; passing scores on the Praxis I examination and the Praxis II examination in the appropriate field; appropriate recommendations; acceptable interview.

CEDC 456: Teaching Physics Concepts, Grades 4-8                                     Fall, 3 credits

This course focuses on the concepts, principles and theories of kinematics, motion, energy and its transformations, electricity, magnetism and wave properties. Appropriate instructional strategies and assessment practices for middle grades teachers that are aligned with the National Science Education Standards, National Science Teacher Association Standards, and Georgia Performance Standards will be emphasized. Laboratory is included. Prerequisites: Admission to the Teacher Education or Educational Studies, No grade of D, F or I in prior courses. Co-requisites: CEMG 303 or CEDC 488, CPHY 106, CEDC 415.

CEDC 492: Cooperative Education Experience I                                                  Fall, 12 credits

Educational Studies candidates spend a full semester (at least 12 weeks) working in an education related agency appropriate to their concentration or career goal.  Experiences are supervised and monitored by a University professor and an on-site supervisor.  Experiences are accompanied by a weekly seminar and require that candidates submit evaluations and reports that may include action research. Prerequisites: Completion of all other program requirements and acceptable recommendations and interviews.

CEDC 493: Cooperative Education Experience II                                     Spring 12 credits

Educational Studies candidates spend a full semester (at least 12 weeks) working in an education related agency appropriate to their concentration or career goal.  Experiences are supervised and monitored by a University professor and an on-site supervisor.  Experiences are accompanied by a weekly seminar and require that candidates submit evaluations and reports that may include action research. Prerequisites: Completion of all other program requirements and acceptable recommendations and interviews.

CEDC 498: Developing Family and Community Relationships                Spring, 3 credits

Study of current and historical theory and practices in parent education.  Includes a review of parent and other adults’ involvement with the schools (i.e., volunteers, and paraprofessionals in the classroom).  Covers the role of parent education in the school’s curriculum and the theoretical and practical aspects of parental involvement in the educational setting.  Prerequisites: CEDF 211, CCPS 301 and CEDC 302.

CEDC 499: Independent Study                                                              Fall, Spring, 1-3 credits

Identification and investigation of a particular topic, issue, or problem in the field of education.  Under the supervision of a major area professor, students conduct in-depth studies of specific problems and produce written accounts of their studies.  Varying credit hours require specific activities as follows: one credit hour requires students to attend colloquia; two credit hours require attendance at symposia; three credit hours may include attendance at four seminars. Prerequisites: approval of the supervising professor and at least a 3.0 GPA.

CCPS 301 Educational Psychology                                                           Spring, 3 Credits

Educational psychology is the study of psychology in the human learning and educational processes. This course is designed for undergraduate students and will cover basic principles, pedagogy and applications of psychology, including cognitive and social development, theories of learning (including the impact of trauma), behavior, and motivation, and use of data and student assessment.  Threaded throughout this course is discussion about the importance of understanding the impact of culture on learning:  the culture of the learner, the teacher, and the educational context. Theories reviewed will include mainstream theories and those specific to African Americans.  This course is being taught through the School of Education.

In addition to exposing students to the theories and research in the field, this course aims to have students gain practical understandings and applications of this knowledge.   One of the expected results of this class is student self-awareness as each student self-evaluates and applies the course principles of learning to him or herself, thus improving personal study habits, school performance and/or mentoring skills.

Early Childhood Teacher Education Program (ECE)

Bachelor of Arts (B.A.) in Early Childhood Teacher Education – Elementary
The Early Childhood Education Program, through the Curriculum Department, prepares instructional personnel to be certified to teach preschool to grade five (P-5). The goals of this program are to provide prospective teachers with:

1. A broad background in the liberal arts, mathematics, and the natural and social sciences

2. Familiarity with the field of education and its variety of settings and possibilities

3. Opportunities to observe young children in educational settings and to interact effectively with them, using appropriate techniques

4. Understanding of development, curricula, instructional principles, theory, and research in the psychomotor, cognitive, and affective domains of learning relative to the young child; Experience in using critical thinking skills to apply psychomotor, cognitive, and affective development principles of curricular and instructional practices

5. Practice in integrating the content, methodology, and instructional materials of mathematics, science, social studies, creative arts, and language arts

6. Experience in planning, implementing, and evaluating the total educational program in diverse early childhood and primary grade settings from the perspective of a change agent for social justice

Program Overview

The BioEd Program is a collaboration between two award winning CAU Departments – Biological Sciences and Curriculum and Instruction – to offer students an incredible career path. Students will earn a B.S. Degree in Biological Sciences Teacher Certification which is one of the most sought after Professions in Science that is in high demand now and for the future. This program has a two-pronged focus: to address historical inequities in the field of education, and to prepare students to become effective change agents in Biological Sciences who work to inspire and educate  P-12 learners. To function effectively in the contemporary world, students are prepared to use the cultural diversity of their students as an asset.

Mission

The mission of the BioEd Program is to produce effective change agents in Biological Sciences who work to inspire and educate P-12 learners.

Vision

The Departments of Biological Sciences and Curriculum and Instruction will, through the preparation of highly qualified candidates, advance academic achievement of students in Biology in diverse P-12 populations through impactful educational experiences, experiential learning, culturally relevant pedagogy, and the effective use of technology-driven pedagogy in global settings.

BioEd Entrance Criteria

• Rising Sophomores in Biological Sciences
• 3.00 GPA
• Interview with BioEd Team
• Pass GACE 1PAA OR SAT 1080 Score

Degree Requirements

Summary of discipline and cognate courses

1. Major courses & teacher certification (required): 64 credit hours
2. Biology Major courses (required): 33 credit hours
3. Teacher certification (required): 30 credit hours
4. Major related courses (cognates): 24 credit hours
5. General Education Requirements: Minimum 30 credit hours; maximum 36 credit hours
6. General Education required credit hours: 35
7. Credit hours of free electives: 0         
8. Total Credit Hours 122 (Minimum, but due to specialized teacher competency, students may decide to take more than the 122 credit hours generally accepted for the BS; includes First Year Orientation (2 cr.)
9. Take and pass the GACE Program Admission Assessments and the GACE Content exam

For more information, contact:

School of Arts & Sciences
Biological Science Department
Dr. Joan Powell, jpowell@cau.edu
Dr. Paul Musey, pmusey@cau.edu

School of Education
Department of Curriculum & Instruction
Dr. Dashiell-Mitchell, rdashiell-mitchell@cau.edu
Dr. Valerie Bennett, vbennett@cau.edu

Course of Study

Freshman Year– 1st Semester 16 hrs.

CBIO 111 General Biology 1 Fall,  4 Credit Hours  

CCHE 111 General Chemistry 1        Fall, 4 Credit Hours               

CMAT 107 Pre-Calculus II    Fall, 4 Credit Hours               

CGED 100 First-Year Seminar 1       Fall, 1 Credit Hour                

CENG 105 English Composition I  Grammar  Fall, 3 Credit Hours           

Freshman Year Second Semester: 16 hrs.

CBIO 112 General Biology II            Spring, 4 Credit Hours          

CCHE 112 General Chemistry           Spring,4 Credit Hours

CMAT 113 Calculus   Spring,4 Credit Hours

CGED 101 First-Year Seminar II       Spring,1 Credit Hour

CENG 106 English Composition II –Writing & Research   Spring, 3 Credit Hours                                      

Sophomore Year 1st Semester 15 hrs.

CBIO 233 Microbiology & Microbial Genomics   Fall, 4 Credit Hours      

CCHE 231 Organic Chemistry 1        Fall, 4 Credit Hours   

CHUM 228/238 or CART 150; CMUS 120;             Fall, 3 Credit Hours   

CSCJ 215 Intro to Sociology or CSCJ 216 Intro to Anthropology; or CSCJ 218 Contemporary Social Problems  Fall, 3 Credit Hours                           

CBIO 499 Sp. Topics Biosciences Career Path    Fall, 1 Credit  Hour                                  

Sophomore Year – Second Semester: 17 hrs

CEDC 262 Educational Technology   Spring, 3 Credit Hours         

CCHE 232 Organic Chemistry II       Spring, 4 Credit Hours          

CEDE 211 Foundations of Education   Spring, 3 Credit Hours       

CENG 201/201 English Literature     Spring, 3 Credit Hours          

CCIS 253 Intro to Comp. Sim/Analysis         Spring, 4 Credit Hours                                             

Junior Year 1st Semester 15 hrs.

CBIO 375 Cell and Molecular Biology          Fall, 3 Credit Hours   

CPHY 111 General and Modern Physics I & Lab Fall, 4 Credit Hours       

CBIO 480/481/482 Biology Research/Internship (strong summer internship advisory) (3+1)   Fall, 4 Credit Hours

CBIO 331 Plant Biology & Physiology         Fall, 4 Credit Hours   

Junior Year Second Semester: 16 hrs.

CBIO 312 Genetics   Spring, 3 Credit Hours          

CPHY 112 General and Modem Physics II &Lab      Spring, 4 Credit Hours          

CBIO 390 Intro Biochemistry Spring, 3 Credit Hours          

CPSY 301 Educational Psychology   Spring, 3 Credit Hours          

CEDS 425 Introduction to Exceptional Education   Spring, 3 Credit Hours          

Senior Year – 1st Semester 15 hrs.

CBIO 478 – Cell Biology Lab (Methods in Biotechnology)              Fall, 3 Credit Hours   

CECE 316 Practicum: Observing and working with groups (3.0)     Fall, 3 Credit Hours               

CEDC 430 Methods of Teaching Science      Fall, 3 Credit Hours                                                   

CEDC 408 Multicultural & Global Education   Fall, 3 Credit Hours                                                           

CEDC 426 WE Methods of Science…High School Curriculum and Methods in Biology               Fall, 3 Credit Hours                            

Senior Year Second Semester: 12 hrs.

CECE 444 or Pre-Service Student Teaching/ Internship       Spring, 12 Credit Hours