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Education: Course Listing 

Chair: Associate Professor Donna Gardner
Professor Cynthia Green
Assistant Professors Jeanine Haistings, Steve Harris, Alison Wenhart


Goals for Student Learning

The mission of the Department of Education is to produce intentional, professional teachers.
Graduates of the teacher education program:

• Possess strong content knowledge and the ability and inclination to continue to acquire knowledge;
• Are effective at producing student achievement;
• Actively value human diversity;
• Are technologically proficient;
• Research, analyze, synthesize and evaluate new information/points of view/instructional practices;
• Practice and acquire new skills;
• Use their knowledge and skills to teach effectively;
• Engage in reasoned teaching practice: to reflect on, and improve their own practice and the schooling system for the benefit of K-12 students.

Teacher education is a professional program of study that leads to teacher certification and acquisition of the skills and knowledge required for intentional, effective teaching. The mission of the William Jewell College Department of Education is to produce teachers who actively value human diversity; possess an ethical view of teaching as moral activity; use technology proficiently; research, analyze, evaluate and synthesize new information/perspective/practices; and acquire new skills to teach effectively. Teachers prepared in our teacher education programs engage in reasoned teaching practice by reflecting on and improving their own practice and the schooling system for the benefit of K-12 students. To produce effective, intentional teachers, the Department of Education collaborates with other academic departments in the college and schools in the community to provide an integrated sequence of high-quality courses and developmental experiences, including fieldwork in K-12 schools. William Jewell teacher education programs have been approved by the Missouri State Board of Education in the following fields:

*Certification in both areas, instrumental and vocal, is possible, but would be difficult to complete in 4 years.
**See the section below on middle school certification for important information about the limited availability of this certification.

Successful completion of any of these programs of study leads to Missouri teacher certification in that field/grade level and either a Bachelor of Arts or Bachelor of Science degree for undergraduates. Elementary teacher education requires completion of the elementary education major plus a 20-hour area of concentration or minor in a subject area applicable to the elementary school curriculum. Secondary and K-12 teacher education majors must double-major in secondary education and the content field in which they intend to teach. Middle school teacher education is only available by adding course work to one of the full teacher education programs of study. Students who wish to pursue more than one field or grade level of teacher certification must consult an Education advisor early in their program and should understand this will increase the length of their program of study.

Because teacher education is a professional program of study there are many policies and procedures with which students must comply. The Student Handbook for Teacher Education which contains those policies and procedures can be found on the Department of Education website under the Related Links box and click on Department and should be consulted by the student frequently. State teacher certification requirements change frequently and the Student Handbook contains the most current, accurate information about requirements. Due to the frequent changes in the profession, all education courses must be taken within seven years of applying for teacher certification. Specific “Requirements for Initial Undergraduate Certification” check sheets are available in the Education Department.

The Majors 

Elementary Education (1-6) (BA/BS) 

Required Courses
PSY 305	Develpmental Pyschology: Childhood (2)
CTI 284	School and Society in the US (4)
EDU 201	Teaching the Expressive Arts: Art (1)
EDU 202	Teaching the Expressive Arts: Music (1)
EDU 203	Teaching the Expressive Arts: Physical Education (1)
EDU 205	Educational Psychology (2)
EDU 211	Techniques of Teaching (2)
EDU 212	Clinical Fieldwork: Suburban (1)
EDU 215	Informational Technology (2)
EDU 234	Psychology and Education of the Exceptional Child I (3)
EDU 250	Teaching Communication Arts: Writing, Listening, Speaking (3)
EDU 301	Teaching Communcation Arts: Reading (3)
EDU 303	Diagnosing and Correction of the Communication Arts (3)
EDU 309	Content/Methods of Teaching Math in Elementary School (5)
EDU 311	Clinical Field Experience: Urban (1)
EDU 312	Methods of Teaching Elementary Science (2)
EDU 313	Methods of Teaching Elementary Social Studies (2)
EDU 314	Methods of Teaching an Integrated Curriculum (2)
EDU 315	Clinical Fieldwork:Rural and Pre-Student Teaching (1)
EDU 401	Reflective Teaching Seminar (2)
EDU 405	Classroom Management (2)
EDU 410	Student Teaching for Elementary School Teachers (10)
	55 hours

Specific course requirements from other disciplines including “General and Elementary Content Knowledge” and “Area of Concentration” in the elementary education scope and sequence (see Handbook).

Secondary or K-12 Education (BA/BS)

Required Courses
CTI 284	School and Society in the US (4)
EDU 205	Educational Psychology (2)
EDU 211	Techniques of Teaching (2)
EDU 212	Clinical Fieldwork: Suburban (1)
EDU 215	Informational Technology (2)
EDU 234	Psychology and Education of the Exceptional Child I (3)
EDU 307	Teaching of Reading in the Content Areas (2)
EDU 310	Instructional Methodology (2)
EDU 311	Clinical Field Experience: Urban (1)
EDU 315	Clinical Fieldwork:Rural and Pre-Student Teaching (1)
EDU 401	Reflective Teaching Seminar (2)
EDU 405	Classroom Management (2)
EDU 424 EDU 425	Student Teaching in Secondary Schools or Student Teaching in K-12 (10)
The appropriate 300 level course in teaching methods in the content area (2-4)
	36-38 hours

Specific course requirements from other disciplines including “General Requirements for Secondary Education Programs” and a second major in the subject area the student desires to teach (including specific content courses required for certification) (see list of approved majors above and in the Handbook).

NOTE: Social studies teacher certification requires study across all social studies disciplines. Because 20 credit hours of history are required by the State of Missouri for social studies certification, a history major is the best fit and most efficient route. A student may choose to major in another social studies field, but that choice will significantly lengthen the student’s program of study. 

Middle School Education (grades 5-9) 

Special Requirements: Middle school teacher education is available in English/language arts, mathematics, social studies, or science. Middle school teacher certification is available only as a second field of certification. To add middle school certification to a regular secondary professional certificate, the student must complete the following additional courses: EDU 331, 332, 423 and PSY 306 plus specific content area course requirements. Middle school education courses (EDU 331 and 332) are available only during even-year summer sessions. Since middle school certification requires a major or substantial, specific coursework in a content field congruent with the desired middle school field, it is difficult to add middle school certification to elementary certification. Elementary teacher education students may be able to add middle school certification but only with completion of additional specific content area classes in addition to middle school education course work. Both elementary and secondary education students who desire middle school certification should consult their education advisor. Students pursuing middle school certification should understand this will increase the length of their program of study.

Pursuing a Teacher Education Program 

Because of the two layers of requirements (degree and teacher certification), the Department of Education asks prospective students to contact them as soon as possible so that they can get timely, accurate advising. As soon as a student decides to pursue teacher certification, he/she should declare an education major online and request an education advisor. Any student can declare the major at any time but, in order to enroll in upper division education course work, the student must be admitted to teacher education.

Admission to Teacher Education Programs

Because teacher certification is regulated by the state, teacher education students must apply for admission to a teacher education program in addition to declaring a major. Teacher education students should apply no later than the second semester of their sophomore year. If students apply for admission to teacher education after the second semester of their sophomore year, they may be unable to complete teacher education within a four year degree program. Application forms for admission to a teacher education program may be obtained in the Education Department Office, Marston Hall 110. At application the teacher education student must meet multiple standards for admission including grade point average requirements, a qualifying score on the CBASE, and positive recommendations from faculty and field experiences. Further information on the application/admission process and specific requirements can be found in the Student Handbook. Teacher education majors may not enroll in 300 level education coursework until they are admitted to teacher education. Admission to the teacher education programs will be valid for a period of seven years, beginning on the date of official acceptance. Students who fail to complete all requirements for certification within the seven year period must re-apply for admission under the policies and regulations that are in force at the time of the new application.

Transfer Students/Change of Major

Students changing majors or transfer students planning to pursue teacher certification should declare an education major and see an education advisor immediately upon making the decision to enter William Jewell College teacher education. Subsequently the student should apply for admission to the teacher education program as soon as possible. Students seeking elementary certification must take a minimum of 30 hours of Education courses at William Jewell including:

Students seeking secondary or K-12 certification must take a minimum of 20 hours of Education courses at William Jewell including:

*An exception will be made for students who bring a fully completed AAT degree from a Missouri community college.

In most cases transfer students or students changing majors will find it necessary to attend college beyond the usual four years.

General Requirements for All Teacher Certification Programs

All teacher education students must meet the requirements of the William Jewell College core curriculum, “The Responsible Self”. In addition:

U.S. Diversity: Secondary (9-12, K-12) education students are required to complete a U.S. diversity course (CTI 200 United States Pluralism (4) or CTI 206 The Chicano Experience (4)); ENG 379 Major Minority Author (4); or COM 358 Cultural Communication (3)). Only CTI 200 or 206 meet Jewell core requirements for Culture and Traditions.

Additional Content Courses: Elementary education students (1-6) are required to complete one additional course in each of the following content fields: science (SCI 101 with laboratory), a history or political science course in which US government is explicitly addressed, U.S. diversity (see above), art or music, health (PED 250 Health Science) geography, and economics (GEO 304 meets the last two for elementary majors).

Writing Standard: All teacher education students must demonstrate competence in English composition. In addition to successful completion of CTI 102 Written Communication (4), the WJC Education Department Rubric for Professional Writing will be applied to all writing assignments. If a student is not demonstrating competence the instructor should require the student to seek services from the Writing Center and file a Care Team form (see Handbook) and the student will be counseled.

Oral Communication Standard: All teacher education students must demonstrate oral communication competence. In addition to successful completion of CTI 101 The Responsible Speaker (4), the student must continue to exhibit strong oral presentation skills in education course work. If the student does not demonstrate such skills the instructor will file a Care Team form and the student will be counseled.

Numeracy Standard: All teacher education students must demonstrate basic mathematical competence. In addition to successful completion of CTI 103 Math Model Building and Statistics (4) (or equivalent), the student must continue to exhibit knowledge/accurate use of mathematics in education course work. If the student does not demonstrate those skills, the instructor will file a Care Team form and the student will be counseled.

Advising for Elementary and Secondary Teacher Education Students

All elementary teacher education majors must be advised by an elementary education advisor once each semester. K-12 and secondary (9-12) teacher education majors must be double majors and MUST be advised by both content area and education advisors each semester. Entering education students should enroll in 200-level courses as soon as is practicable. Teacher education students may not enroll for 300-level education courses until they are admitted to teacher education program. Teacher education students should take the CBASE test during the second semester of the first year or the fall semester of the sophomore year. Registration for that test is done in the Education Office.

Student Teaching

Formal admission to the teacher education program is a prerequisite to applying for student teaching. Students must submit the Application for Student Teaching form by the second Friday in October for student teaching in the following year. As part of the admission process, student teacher applicants must undergo an FBI background check for which there is a fee. Student teacher applicants will receive instructions about how and when to have the background check done as part of the admission process. The criteria for admission to student teaching are stated in the Handbook. Student teaching application forms are available in the Education Department office. A nonrefundable placement fee must accompany the application and will be applied toward the student teaching fee. Transfer students seeking teacher certification in secondary education and who have completed their major at an institution other than WJC must pass the Praxis II (a national teacher exam) before they will be considered for student teaching. A student must be approved for student teaching before enrolling in any of the following courses:

Students must successfully complete a professional Teacher Work Sample/portfolio before receiving a grade in student teaching.

Application for Missouri Teacher Certification

Upon completion of a teacher education program, students must complete the official Application for Missouri Teachers Certificate form (available in the Education Department office) during the last semester of their teacher education program. Students must also provide official transcripts from all colleges that they have attended, and evidence of a passing score on the required teaching specialty test of the Praxis II (a national teacher examination) appropriate to their teaching field. In addition the State of Missouri requires an FBI background check. One of these screenings will be done prior to student teaching, but since they are only valid for six months, the student may have to submit another background check at application for teacher certification.

Test Information: C-BASE and Praxis II
The CBASE is an entry test required for all entering undergraduate teacher education students. PRAXIS II is a series of exit tests for teacher candidates required by the State of Missouri. Information regarding test scheduling, test titles, and minimum passing scores is available from the WJC Teacher Certification Officer or on the Missouri Department of Elementary and Secondary Education web site at http://www.dese.state.mo.us/divteachqual/teached/assessment.htm

Alternative Certification Program and Post-Baccalaureate Teacher Certification

The Alternative Certification Program allows those persons who already possess a baccalaureate degree from an accredited college or university in a secondary teaching field to complete the education course work required for teacher certification in as little as one calendar year. Applicants to the alternative certification program must have already passed the PRAXIS in their field, have a qualifying GPA and have a contracted teaching position. If admitted, alternative teacher certification students will complete up to 23 hours of coursework in the summer, fall, and spring sessions. At the same time, the student will teach in a paid, full-time position for up to two years under provisional certification as granted by the State of Missouri. Upon completion of the program, professional certification will be recommended to the Department of Elementary and Secondary Education of the state of Missouri. The post-baccalaureate teacher certification is available to persons who have the same qualifications but are not presently under contract to teach. Post-baccalaureate candidates meet the same requirements and do the same course work but also complete EDU 424 Student Teaching in Secondary School or EDU 425 Student Teaching in Grades K-12 (10) and the companion EDU 401 Reflective Teaching Seminar (2). Applicants to either program must submit an application for admission; certified transcripts from all post-secondary institutions attended; document a 3.0 overall and major (teaching field) GPA; submit a qualifying PRAXIS score in the appropriate field and grade level; submit two written references; present a clear criminal background check; and successfully participate in an on-campus interview. In addition applicants to the Alternative Certification Program must provide evidence of employment as a teacher with a school district. The admission committee will inform the applicant of its decision after all materials have been submitted.

Click Table below for printable detail.

Course Descriptions
A background check is required for all clinical field work courses.

EDU 201 Teaching the Expressive Arts: Art (1 cr. hr.)

EDU 202 Teaching the Expressive Arts: Music (1 cr. hr.)

EDU 203 Teaching the Expressive Arts: Physical Education (1 cr. hr.)
Courses for the prospective elementary teacher in which the roles of art, music and physical education in the elementary school curriculum are analyzed. Major goals of the courses include (1) understanding the objectives and methods employed by the specialists in the respective areas, and (2) developing strategies for the integration of the expressive arts into the teaching of the regular classroom subjects.

EDU 205 Educational Psychology (2 cr. hrs.)
A survey of the psychological principles that have special application to the teaching/learning situation. The major topics of study include child/adolescent development, use of educational/psychological research, application of psychological theories and models to the teaching/learning process, and classroom dynamics.

EDU 211 Techniques of Teaching (2 cr. hrs.)
A study of teaching methods, teacher-pupil relationships and curriculum in K-12 classrooms. Students acquire the knowledge and skill to plan, implement and assess learning effectively in each of four teaching models. The course must be taken at William Jewell College. Pre-requisite: EDU 205; taken concurrently with EDU 212.

EDU 212 Clinical Fieldwork: Suburban (1 cr. hr.)
A course in which the teaching strategies, principles and concepts introduced in EDU 211 are practiced and observed in classroom settings through off-campus field placements. Background screening and investigation are required for students engaged in a fieldwork. Prerequisites: concurrent enrollment in EDU 211.

EDU 215 Information Technology (2 cr. hrs.)
A course dealing with the design, selection, and utilization of learning strategies involving audiovisual and instructional media technologies. Emphasis is placed on teacher-constructed materials for use in the classroom. Microcomputer competencies and the utilization of video and internet resources in the classroom are among the major goals of the course.

EDU 234 Psychology and Education of the Exceptional Child I (3 cr. hrs.)
This course is designed for students seeking certification to teach in either the elementary or secondary school, but open to all students interested in exceptionalities in children. Exceptionalities studied are blind, hearing impairment, physical impairment, gifted/talented, mentally handicapped, learning disabled and behaviorally disordered including multiple specific disorders within each of these broad categories. The causes, characteristics and teaching strategies identified with each exceptionality are studied. Student projects may center on an area of interest.

EDU 235 Psychology and Education of the Exceptional Child II (1 cr. hr.)
This course is designed for students who wish to pursue further studies in the area of child exceptionalities beyond EDU 234. Self-designed projects in a chosen area of exceptionality or in a related field are encouraged and supported. Prerequisite: EDU 234.

Professional Education Courses

EDU 250 Methods of Teaching Communication Arts: Writing, Listening, Speaking (3 cr. hrs.)
This course examines literacy development by exploring language acquisition, visual representation, speaking (including drama), listening and writing. Children’s literature will be studied as models for these practices. Integration of these literacy skills throughout the curriculum will be demonstrated as best practice of the objectives of the elementary school language arts program. Students will plan, teach and evaluate lessons designed to achieve these objectives. Prerequisites: EDU 211 and 212. Spring semester.

EDU 301 Methods of Teaching Communication Arts: Reading (3 cr. hrs.)
This course will include a study of the reading process and the methods, materials, and techniques used by elementary school teachers
to teach reading. Students will evaluate the effectiveness of various reading strategies and teach and evaluate lessons in a clinical setting. Prerequisite: EDU 250; must be taken concurrently with EDU 311. Fall semester.

EDU 303 Diagnosis and Correction of Communication Arts (3 cr. hrs.)
An introduction to specific methods for evaluating reading performance. Major topics of study include selection and administration of assessment measures, interpretation of results, and development of prescriptive programs. Prerequisite: EDU 301; must be taken concurrently with EDU 309, 314, 315.

EDU 307 Teaching of Reading in the Content Areas (2 cr. hrs.)
Development of ability to understand and teach reading skills and abilities viewed as a continuing process fused with the teaching of content. Emphasis on cognitive processes, questioning strategies, study skills, and development of more complex and refined reading skills. Prerequisite: EDU 310; must be taken concurrently with EDU 315. Spring semester.

EDU 309 Content/Methods of Teaching Mathematics in Elementary School (5 cr. hrs.)
This course is a study of the structure of the number system and the teaching strategies that may be utilized appropriately to teach elementary school-age children (K-8). Students are trained to utilize a wide variety of mathematics materials to make concrete the abstractions of mathematics. Some of the manipulatives used are: unifix cubes, base-ten materials, cuisenaire rods, chip-trading materials, geoboards, metric materials, pattern blocks, attribute sets, balance materials, tangrams and fraction bars. Must be taken concurrently with EDU 303, 314, 315.

EDU 310 Instructional Methodology (2 cr. hrs.)
Considers theoretical and practical issues of curriculum in secondary schools with attention given to teaching in classrooms with culturally diverse learners, and learners with exceptionalities. The role of the Missouri Department of Elementary and Secondary Education with emphasis on the Show-Me Standards and grade level expectations is discussed. Instructional strategies, methods, techniques. including lesson planning, learning activities, motivation, classroom management, and assessment procedures are investigated. Prerequisite: EDU 211; must be taken concurrently with EDU 311. Fall semester.

EDU 311 Clinical Field Work: Urban (1 cr. hr.)
A course in which the teaching strategies and principles introduced in EDU 301 and EDU 310 are practiced in an urban field placement. Must be taken concurrently with EDU 301 (elementary) OR EDU 310 (secondary); requires background check.

EDU 312 Methods of Teaching Elementary Science (2 cr. hrs.)
A course designed to introduce the preservice elementary teacher to science content, process skills, and tools of inquiry utilized in the discipline of science. A variety of teaching strategies are explored, with teaching through inquiry being the primary focus. Spring semester.

EDU 313 Methods of Teaching Elementary Social Studies (2 cr. hrs.)
Curriculum, methods and resources for teaching the Social Studies in elementary school. The emphasis is on preparing children for responsible citizenship. This is taken to include a fundamental knowledge of history, geography and economics. Connections between social studies and other content areas of the elementary curriculum are made explicit. Fall semester.

EDU 314 Methods of Teaching an Integrated Curriculum (2 cr. hrs.)
A course designed to integrate the methods of language arts, science, social studies, math, reading and fine arts into a highquality interdisciplinary curriculum (TOPICS) appropriate for the elementary school. EDU 303, 309, 315 must be taken concurrently.

EDU 315 Clinical Fieldwork: Rural and Pre-Student Teaching (1 cr. hr.)
The culminating fieldwork placement prior to student teaching in which the teaching strategies and principles introduced in all prior education course work are practiced in a rural field placement for the first seven weeks of the semester. During the second seven weeks of the semester the student begins to work in his/her student teaching placement to familiarize him/herself with the schools, students, policies, procedures, expectations of the classroom and the building. Concurrent enrollment in either EDU 307 or 303 required. Background screening and investigation are required for students engaged in fieldwork.

EDU 331 Middle School Curriculum and Instruction (2 cr. hrs.)
This course will provide an understanding of appropriate curriculum and instructional strategies for middle schools, grades 5-9, with special attention being focused on integrated curriculum, team planning, and multiple assessment strategies. Culturally diverse populations and special needs students will also be addressed. Clinical field experience required. Summer session of even-numbered years only.

EDU 332 Reading and Writing for Middle School (4 cr. hrs.)
This course acquaints prospective middle school teachers with methods of teaching language skills in grades 5-9. Students will explore the role of literature in the middle school program, integration of reading and writing, techniques of teaching the writing process, and instructional formats for language instruction across the curriculum. Clinical field experience required. Summer session of even-numbered years only.

EDU 338 Teaching Social Studies in the Middle/Secondary School (3 cr. hrs.)
Responsible, informed decision making is developed in this course for students seeking certification in secondary social studies by sensitizing them to the range of decisions they are likely to encounter as teachers of social studies and by giving them experience in making these decisions. Students participate in lesson-planning and evaluation activities, all emphasizing decision making. Spring semester.

EDU 340 Teaching Science in the Middle/Secondary School (3 cr. hrs.)
Methods for teaching general science, biology, and chemistry in the classroom and laboratory; objectives and organization of subject matter; evaluating the pupil’s progress; selection and buying of supplies and equipment; and planning of laboratories. Spring semester.

EDU 342 Teaching English in the Middle/Secondary School (4 cr. hrs.)
A practical course in methods of teaching various phases of secondary English. Open only to those preparing to teach English. Spring semester.

EDU 345 Teaching Mathematics in the Middle/Secondary School (3 cr. hrs.)
Methods of presenting the subject matter of mathematics courses taught in secondary school, the motivation of students, evaluation of results, evaluation and selection of texts and material. References will be made to topics of modern mathematics. Spring semester.

EDU 348 Teaching of Speech in the Secondary School (2 cr. hrs.)
A survey of the literature of speech, a unit in curriculum planning, and study of teaching methods in theatre, forensics and general speech. Spring semester.

EDU 349 Teaching Foreign Languages in Grades K-12 (4 cr. hrs.)
Introduction to the theory and practice of teaching foreign languages at both the elementary and secondary levels. Components include: first- and second-language acquisition, individual learning styles, history of foreign language teaching in the U.S., curriculum planning and design, technology in the foreign language classroom, professional organizations, and observing foreign language classrooms. Spring semester.

EDU 351 Methods of String Instruments (2 cr. hrs.)
See Music section for course description.

EDU 352 Methods in Woodwind Instruments (2 cr. hrs.)
See Music section for course description.

EDU 353 Methods in Brass and Percussion Instruments (2 cr. hrs.)
See Music section for course description.

EDU 358 Teaching Art in Grades K-12 (4 cr. hrs.)
This course relates the general principles of art education and its instruction to multicultural and interdisciplinary concerns, creativity, lesson planning and classroom field experience. The course prepares students to incorporate the historical, criticism/analysis, aesthetic, and product/performance strands that form the crucial elements of the discipline based Art education model. Spring semester.

EDU 401 Reflective Teaching Seminar (2 cr. hrs.)
The course focuses on the applied study, practice and analysis of teaching strategies and skills needed to meet the needs of all students. Topics include classroom management; lesson planning; lesson implementation including effective questioning, conducting productive discussions, reaching students with different learning styles/abilities/cultural backgrounds, using cooperative learning groups, and effective assessment; and systematic reflective practice to improved the instructional process including instructional and ethical decision-making. Includes construction of the required Teacher Work Sample/portfolio.

EDU 405 Classroom Management (2 cr. hrs.)
A course focusing on the major modern theories of classroom management. In addition to the study of theories, strategies for implementation and actual application and assessment of selected strategies will be covered.

EDU 410 Student Teaching for Elementary School Teachers (10 cr. hrs.)
This course provides for the elementary education major to teach in an elementary school classroom for a full semester (as defined by the teacher education faculty). The student is assigned to a cooperating teacher who works with the college supervisor to give the student an opportunity to teach under supervision. The student teacher must, during this time, develop in proficiency and assume complete responsibility for the children in the classroom. The principal and other school personnel cooperate to include, as nearly as possible, all of the experiences of a contract teacher. Students must successfully complete the Teacher Education Work Sample/Portfolio before receiving a grade in student teaching. See Student Handbook for admission requirements and general policies governing the program.

EDU 423 Student Teaching in Middle School (2 cr. hrs.)
Education majors receiving teaching certification in Middle School, grades 5-9, will teach in a middle school classroom for no fewer than seven weeks. The student, under the direction of the cooperating teacher at each level and the college supervisors, assumes responsibility for teaching. The principal and other school personnel cooperate to include, as nearly as possible, all of the experiences of a contract teacher. Students must successfully complete the Teacher Education Work Sample/Portfolio before receiving a grade in student teaching. See Student Handbook for admission requirements and general policies governing the program.

EDU 424 Student Teaching in Secondary School (8-10 cr. hrs.)
Education majors receiving teaching certification in Secondary Education, grades 9-12, teach at a secondary campus for a full semester (as defined by teacher education faculty). The student, under the direction of the cooperating teacher and the college supervisors, assumes responsibility for teaching. The principal and other school personnel cooperate to include, as nearly as possible, all of the experiences of a contract teacher. Students must successfully complete the Teacher Education Work Sample/Portfolio before receiving a grade in student teaching. See Student Handbook for admission requirements and general policies governing the program. Students receiving only secondary teacher certification will enroll for ten credit hours. Students receiving a secondary teacher certification and a middle school teaching certificate will enroll for eight credit hours in EDU 424, Student Teaching in Secondary School, and two credit hours in EDU 423, Student Teaching in Middle School and will split their semester long experience between the two grade levels.

EDU 425 Student Teaching in Grades K-12 (10 cr. hrs.)
This course provides for the education major receiving teaching certification in grades K-12 to teach in school campus settings at both the elementary level (for a minimum of seven weeks) and the secondary level (for a minimum of seven weeks). The student, under the direction of the cooperating teacher at each level and the college supervisors, assumes responsibility for teaching. The principal and other school personnel cooperate to include, as nearly as possible, all of the experiences of a contract teacher. Students must successfully complete the Teacher Education Work Sample/Portfolio before receiving a grade in student teaching. See Student Handbook for admission requirements and general policies governing the program.

EDU 430 Independent Studies in Education (1-4 cr. hrs.)
This course is provided for those students desiring or needing opportunities to pursue interests in any areas of concern to teachers. Prerequisite: GPA of 3.5 and approval of faculty. Students interested in an independent study should complete the request for independent study form in the Department of Education Office.

EDU 440 Undergraduate Research Seminar (1-4 cr. hrs.)
An introduction to the basic concepts, philosophies, and methodologies of educational research. Students will acquire a basic understanding of research design, implementation, and analysis of data as well as interpretation, use and limitations of results. Students taking the course for advanced credit will design and implement a research project investigating a topic pertinent to K-12 teaching and learning practice and report their research findings. Permission of instructor required.

EDU 451 Music Methods in the Elementary School (2 cr. hrs.)
See Music section for course description. Clinical field experience required.

EDU 452 Vocal Music Methods in the Secondary School (2 cr. hrs.)
See Music section for course description. Clinical field experience required.

EDU 453 Instrumental Methods in the School (2 cr. hrs.)
See Music section for course description. Clinical field experience required.

EDU 462 Vocal Pedagogy (2 cr. hrs.)
See Music section for course description. Clinical field experience required.

EDU 465 Practicum in International Education (8-12 cr. hrs.)
A field experience in American higher education. Students from foreign countries are placed in beginning to advanced level foreign language classes at William Jewell College. Students serve as course assistants under the direction of a foreign language professor. Prerequisite: Completion of a post-secondary course of study at a foreign institution. Graded pass/fail. May be repeated.

EDU 470 Seminar in British Primary Education (2 cr. hrs.)
A study of the philosophy, curriculum, and methods of the British primary schools. The course must be taken as a prerequisite to or concurrently with EDU 475.

EDU 475 Practicum in British Primary Education (4 cr. hrs.)
A four week practicum in a British primary school supervised by a member of the education faculty. Prerequisites: junior standing and admission to the Teacher Education Program or a valid teaching certificate and completion of EDU 470. Qualified students may receive graduate credit for EDU 470 and 475 through special arrangements with an identified area college.

See Physical Education section for PED 465 Methods of Middle and Secondary School Physical Education.