The following programs have been approved by the Florida Department of Education (DOE) as Initial Certification Teacher Preparation Programs at the Baccalaureate level:

• Elementary Education w/ESOL Endorsement (Grades K-6, DOE Certification Area 444)
• Exceptional Student Education w/ESOL Endorsement (Combined Program, Grades K-12, DOE Certification Area 430)
• Pre-K/Primary Education w/ESOL Endorsement (Early Childhood, Age 3-Grade 3, DOE Certification Area 387)
• Visually Impaired Education (Visual Disabilities Education, Grades K-12, DOE Certification Area 333)

All undergraduates at Florida State University must demonstrate basic computer skills competency prior to graduation. As necessary computer competency skills vary from discipline to discipline, each major determines the courses needed to satisfy this requirement. Undergraduate majors in elementary teacher education, early childhood education, visual disabilities education, and exceptional student education satisfy this requirement by earning a grade of "C–" or higher in EME 2040. Undergraduate majors in mental disabilities and rehabilitation services satisfy this requirement by earning a grade of "C–" or higher in CGS 2060 or EME 2040.

The State of Florida has identified common program prerequisites for the following University degree programs. Specific prerequisites are required for admission into the upper-division programs and must be completed by the student at either a community college or a state university prior to being admitted into these programs. Students may not be admitted into the University without completing the prerequisites, but may not be admitted into the program.

At the time this document was published, some common program prerequisites were undergoing revision. Please visit http://facts23.facts.org/navigation/detail_ext/cpp_intro.do?pageId=060304 for a current list of state-approved prerequisites.

The following lists the common program prerequisites or their substitutions necessary for admission into these upper-division degree programs:

• Early Childhood Teacher Education
• Elementary Teacher Education
• Exceptional Student Education (ED/LD Combined Program)
• Mental Disabilities
• Visual Disabilities Education

1. EDF X005
2. EDG X085
   Note: In addition to EDG X085, a minimum of six (6) credit hours with an international or diversity focus is required. Eligible courses will be determined by the institution where the student is currently earning his or her Associate in Arts (AA) or baccalaureate degree. Foreign language courses may be used to meet this requirement. Contact the department and/or adviser for details.
3. EME X040

Note: General education courses will be determined by the community college or university where the student is currently earning the Associate in Arts (AA) or baccalaureate degree and will be published in the institution's catalog and in the Community College Counseling Manual.

Limited Enrollment Programs

Please note that admission to limited enrollment programs requires submission of the specific program application, due on or before March 1st of the Spring semester preceding Fall admission. As limited enrollment programs, these majors reserve the right to impose standards for admission above and beyond the minimum requirements for admission to teacher preparation programs. Fulfillment of the minimum standards does not guarantee admission to limited enrollment programs, so students are encouraged to plan for alternative courses of study should they not be offered admission to a particular major. Note that both programs in childhood education require submission of standardized test scores, either SAT or ACT, as criteria for admission.

The primary goal of early childhood education is to prepare educational leaders who are capable of working with the child, the family, and the community from age three, pre-k, and kindergarten through 3rd grade. Course work and extensive field experiences prepare graduates with specializations appropriate for educating the young child and designing curriculum for young children.

Undergraduate Curriculum in Early Childhood Education Leading to a Baccalaureate Degree and Florida Teacher Certification

An undergraduate curriculum is offered for a Bachelor of Science (BS) degree in early childhood (primary) education with English for Speakers of Other Languages (ESOL) endorsement preparing students with major emphasis to teach ages three, pre-k, and kindergarten through 3rd grade.

Each student preparing to teach early childhood (primary) education must take EEC 4204, 4301, 4303, 4400, 4604, 4907r, 4943; EEX 4212; LAE 3414, 4314; MAE 4300; RED 4310, 4510; SCE 4310; SSE 4113; TSL 4080, 4081. These courses are restricted to admitted early childhood (primary) education majors only and must be taken in sequence. Students must complete all courses within a given semester with a grade of "C" or better and maintain a cumulative 2.5 GPA or better to be allowed to continue to the next semester. All early childhood (primary) education students are assigned to the most appropriate location for student teaching, or to the London program, when available. For a complete listing of courses and requirements, please contact the undergraduate coordinator with the School of Teacher Education in 205 Stone Building.

Early childhood education is a limited access, limited enrollment program, and admission is based on availability of faculty and space. Students planning to enter early childhood education must document their experiences working with a group of young children in settings such as camp counseling, teacher aide, substitute teaching, scouting team leader, swimming instructor, or a setting approved by the program prior to acceptance into the program. The program admits students once a year for the Fall term.

All students are urged to seek advising from the lower division advisers in the Office of Academic Services, 2301 Stone Building. All students must complete: (1) the liberal studies degree requirements summarized in the "Undergraduate Degree Requirements" chapter of this General Bulletin; (2) the State of Florida common prerequisites for early childhood majors described earlier in this section; (3) the requirements for admission into a teacher education program described in the "College of Education" chapter of this General Bulletin; (4) a "C" or better in nine semester hours of college English and college math; and (5) application into the program as follows.

To be considered for admission into the early childhood major, students must submit an application by March 1st for Fall semester admission (an interview may be required following submission of an application). Applicants are selected on the basis of the following criteria: GPA, SAT/ACT, General Knowledge Test, relevant experience, and professional promise.

1. Application form (available in 205 Stone Building or on the Web at http://www.coe.fsu.edu
2. Transcript of previous coursework and documentation of test scores (SAT/ACT, General Knowledge Test) and GPA
3. Three reference forms (available from the department):
   1. One from someone who taught you in either junior high school, high school, or college
   2. One from someone who has observed you interacting with children
   3. One of your choice
4. Essay: your response to Teaching in a Changing World (1 to 2 pages)
5. Checklist of program requirements
6. Documentation of current coursework.

Requirements

Background Check: The State of Florida requires that all school districts initiate a level II (FDLE and FBI) criminal background check on all adults who work in schools. Because all courses in early childhood education have a required school component, it is not possible to pass any of the courses if the student is blocked from entering Leon County Schools. Any student who is not able to document that he/she has been cleared by the end of the second week of classes in the first term enrolled will be required to drop all courses and withdraw from the program.

Professional Behaviors and Dispositions: While enrolled in the early childhood education program, the student is expected to demonstrate behaviors and dispositions that conform to the "Code of Ethics" (State Board of Education Rule 6B-1.001, FAC) and the "Principles of Professional Conduct in Florida" (State Board of Education Rule 6B-1.006, FAC). The program reserves the right to refuse or discontinue enrollment of any student who violates these expectations or in the judgment of a majority of the faculty does not meet the program standards.

EDG—Education: General

EEC—Education: Early Childhood

LAE—Language Arts and English Education

MAE—Mathematics Education

RED—Reading Education

SCE—Science Education

SSE—Social Studies Education

EEC 4204. Early Childhood Education Curriculum (3). The design and implementation of thematic curricula and direct instruction appropriate for children age 3 to grade 3. Microteaching required.

EEC 4301. Early Childhood Education Foundations (3). Introductory course to ECE primary education provides a background of ECE theory and research to be used for determining education practices.

EEC 4303. Expressive Arts for the Young Child (3). Prerequisite: Admittance to the ECE program. Corequisite: Block I undergraduate courses of the ECE program. This course examines the role and value of the arts for the child. It explores developmental trends, appropriate practices, methods, media, and curricula of art, dance, drama, movement and music.

EEC 4400. Parents as Teachers (3). Examination of the need and importance of parental involvement in the education of young children. Includes strategies for promoting home/school interactions.

EEC 4604. Techniques of Child Study and Authentic Assessment (3). Investigates and utilizes data collection techniques/instruments to acquire information about young children.

EEC 4905r. Directed Individual Study (1–3). May be repeated to a maximum of twelve (12) semester hours.

EEC 4907r. Observation and Participation in Early Childhood Education (2–3). (S/U grade only.) This course offers students direct experiences with young children, organized in such a way that they have opportunities to put into practice those insights, principles, and understandings gained in the theory courses. May be repeated twice to a maximum of seven (7) semester hours.

EEC 4930r. Special Topics in Early Childhood (2–3). Current topics in early childhood are studied in depth. May be repeated to a maximum of nine (9) semester hours. May be repeated during the same semester.

EEC 4943. Student Teaching in Early Childhood Education (6–10). (S/U grade only.)

LAE 3414. Literature in the Elementary School (3). Corequisite: Block I. Approaches in building a literature program for the elementary grades. Critical survey of literature for children and consideration of teaching techniques.

LAE 4314. Language Arts and Literature in the Elementary School (3). This course introduces fundamental concepts and questions about oral and written language as it relates to classroom instruction and assessment, and provides students with opportunities to practice strategies and techniques for planning, teaching, and assessing literacy. Covers a wide range of literature, as well as the writing process and concepts to develop extensive vocabulary, listening, viewing, and speaking. Children's literature supports effective instructional planning and implementation for literacy development in a print/language rich environment.

MAE 4300. Teaching Mathematics in the Primary Grades (3). To provide an overview of teaching mathematics in the primary grades.

RED 4310. Early Literacy Learning (3). Prerequisites: EDF 1005 and EDF 2085. This course prepares pre-service teachers to teach beginning reading, targeting the needs of a wide range of learners, including those of varying abilities and from diverse cultures. The content addresses research-based strategies, materials, technology, assessment, classroom management, and collaboration with other professionals and parents.

RED 4510. Teaching Reading in the Elementary School (3). Prerequisites: Blocks I and II. Corequisite: Block III. Methods and materials for teaching developmental reading based on holistic reading/language comprehension strategies and skill development.

SCE 4310. Teaching Science in the Elementary School (3). Prerequisites: Blocks I and II. Corequisite: Block III. Designed to engage the student in self-directed, meaningful science activities for positive, cognitive, and affective growth.

SSE 4113. Elementary School Social Studies (3). Prerequisites: Blocks I and II. Corequisite: Block III. Content, applications, and materials in the social sciences, K–6.

EDG 5208. Foundations of Teaching (3).

EEC 5263. Thematic Curriculum and Direct Instruction for Young Children (3).

EEC 5269. Curriculum and Play for Young Children (3).

EEC 5305. Methods and Experiences with Young Children and Families (3).

EEC 5405. Teachers and Parents: Partners in Education (3).

EEC 5525. Children's Centers (3).

EEC 5605. Techniques of Classroom Management and Child Study (3).

EEC 5615. Issues and Trends in Early Childhood Education (3).

EEC 5665. Historical and Theoretical Bases of Early Childhood Education (3).

EEC 5671. Research in Early Childhood Education (3).

EEC 5906r. Directed Individual Study (1–3). (S/U grade only.)

EEC 5911r. Supervised Research (1–5). (S/U grade only.)

EEC 5935r. Special Topics in Early Childhood Education (3).

EEC 5942r. Supervised Teaching (1–5). (S/U grade only.)

EEC 5944. Student Teaching in Early Childhood Education (6–10). (S/U grade only.)

EEC 5947. Field Laboratory Internship (1–8). (S/U grade only.)

EEC 6516. Educational Environments for Infants and Toddlers (3).

EEC 6672. Theory and Research in Young Children's Play Curriculum (3).

EEC 6932. Doctoral Seminar in Early Childhood Education (2). (S/U grade only.)

EDG 5246. Moral Education (3).

For listings relating to graduate course work for thesis, dissertation, and Master's and doctoral examinations and defense, consult the Graduate Bulletin.

An undergraduate curriculum is offered leading to a Bachelor of Science (BS) degree in elementary education with English for Speakers of Other Languages (ESOL) endorsement preparing students to teach grades K through 6. The program is structured as four groups of courses (Fall and Spring) and one Summer class. Courses in elementary education are restricted to elementary education majors only. Prospective applicants who already have a bachelor's degree in another major are encouraged to seek admission to the master's degree program in elementary education.

Elementary education is a limited access, limited enrollment program based on availability of faculty and space. New students are admitted for the Fall semester ONLY; students should work closely with an adviser to plan completion of basic requirements around the Fall timetable. Students planning to enter elementary education must: (1) complete the liberal studies requirements summarized in the "Undergraduate Degree Requirements" chapter of this General Bulletin; (2) complete the State of Florida common program prerequisites for elementary education majors described earlier in this section; (3) meet the requirements for admission into a teacher education program described in the "College of Education" chapter of this General Bulletin; (4) achieve a "C" or better in nine semester hours of college English and college math; and (5) make application to the program as follows.

To be considered for admission into elementary education, students must submit an application and the following materials not later than March 1st of the Spring term preceding Fall admission. Applicants are selected on the basis of the following criteria: GPA, SAT/ACT, General Knowledge, relevant experience, and professional promise.

1. A completed departmental application form
2. All transcripts
3. Minimum cumulative GPA of 2.5
4. A class schedule showing all classes for which the student is currently enrolled (e.g., a copy of a Web schedule)
5. A statement of courses to be taken prior to enrollment if not included on the class schedule (e.g. summer courses for fall term admission)
6. Either SAT or ACT score
7. Results from the FTCE GK exam (if GK results have not yet been received, a statement of when the exam was taken should be provided).

Each student preparing to teach elementary education must take ARE 3313C; EDE 4907, 4943; EDF 4210; EDG 4410; EEX 4070, 4212; LAE 3414, 4314; MAE 4310, 4326; RED 4310, 4510; SCE 4310; SSE 4113; TSL 4080, 4081. These courses are restricted to admitted elementary education majors only and must be taken in sequence. Students must complete all courses within a given semester with a grade of "C" or better and maintain a cumulative GPA of 2.5 to be allowed to continue to the next semester.

Five geographical areas of Florida have been designated as regions where students may complete their student teaching internship in School of Teacher Education-approved primary and secondary placements. The School will provide a list of approved counties for student-teaching placement. The School reserves the right to restrict elementary education students with a GPA of less than 3.25 to the local area.

The elementary education program offers honors in the major to encourage talented juniors and seniors to undertake independent research as part of the undergraduate experience. For requirements and other information, see the "University Honors Office and Honor Societies" chapter of this General Bulletin.

Background Check: The State of Florida requires that all school districts initiate a level II (FDLE and FBI) criminal background check on all adults who work in schools. Because all courses in elementary education have a required school component, it is not possible to pass any of the courses if the student is blocked from entering the Leon County Schools. Any student who is not able to document that he/she has been cleared by the end of the second week of classes in the first term enrolled will be required to drop all courses and withdraw from the program.

Professional Behaviors and Dispositions: While enrolled in the elementary education program, the student is expected to demonstrate behaviors and dispositions that conform to the "Code of Ethics" (State Board of Education Rule 6B-1.001, FAC) and the "Principles of Professional Conduct in Florida" (State Board of Education Rule 6B-1.006, FAC). The program reserves the right to refuse or discontinue enrollment of any student who violates these expectations or in the judgment of a majority of the faculty does not meet the program standards.

CGS—Computer General Studies

EDE—Education: Elementary

EDG—Education: General

LAE—Language Arts and English Education

MAE—Mathematics Education

RED—Reading Education

SCE—Science Education

SSE—Social Studies Education

TSL—Teaching English as a Second Language

EDE 3201. The Teacher in the Elementary and Middle School (3). Corequisite: Semester I. Investigation of the role of the teacher from perspectives of planning, curriculum, organization, management, and problem solving.

EDE 3322. The Child in the Elementary and Middle School (3). Corequisite: Semester I. Investigation of children from diverse cultural settings in the context of elementary school learning, curriculum, and teaching.

EDE 4316. Differentiating Reading Instruction (3). Prerequisite: RED 4310. Corequisites: EEX 4212 and RED 4510. This course covers research-based strategies, materials, technology, as well as federal and state mandates that address essential teaching components of the No Child Left Behind Act and of the Individuals with Disabilities Education Improvement Act. Topics include differentiating reading instruction, using instructional and curricular accommodations and flexible grouping, using assessment to inform instruction, as well as implementing tiers of intervention and response to intervention.

EDE 4905r. Directed Individual Study (1–3). May be repeated to a maximum of twelve (12) semester hours.

EDE 4907r. Directed Field Experiences (1–8). (S/U grade only.) Corequisites: Semesters I, II, or III. Participation in a public school classroom with University supervision. May be repeated to a maximum of (8) semester hours to be taken in the following manner: at least one (1) hour in Semester I, one (1) hour in Semester II, and two (2) hours in Semester III.

EDE 4943. Student Teaching in Elementary Education (10). (S/U grade only.) Prerequisites: Semesters I, II, and III. Corequisite: Semester IV.

EDE 4970r. Honors Work (3). Open to participants in the elementary education honors program. Up to twelve (12) semester hours of honors work may be taken. Six (6) thesis hours are required. Seminars are optional.

EDG 4410. Classroom Management, Legal Issues, Professional Ethics, and School Safety (4). Prerequisites: Semesters I, II, and III; EDF 4430; and LAE 3414. Corequisite: EDE 4943, FTCE General Knowledge Exam, and FTCE K-6 Subject Area Exam. This course is designed to develop specific concepts and skills in the areas of classroom management (discipline) and professional knowledge required for beginning teachers.

EME 4311. Technology and Learning for Elementary and Middle School (3). Prerequisite: EME 2040 or instructor permission. Designed to help preprofessional teachers use technology for the development of higher learning skills. Included in the technology content will be animated graphics, scanned pictures, and linked files. Students will be working with students in schools applying concepts from the class. Students will acquire technology skills that will allow them to develop electronic professional portfolios.

LAE 3414. Literature in the Elementary School (3). Corequisite: Semester I. Approaches in building a literature program for the elementary grades. Critical survey of literature for children and consideration of teaching techniques.

LAE 4314. Language Arts for the Elementary School (3). This course introduces fundamental concepts and questions about oral and written language as it relates to classroom instruction and assessment, and provides students with opportunities to practice strategies and techniques for planning, teaching, and assessing literacy. Covers a wide range of literature, as well as the writing process and concepts to develop extensive vocabulary, listening, viewing, and speaking. Children's literature supports effective Instructional planning and implementation for literacy development In a print/language rich environment.

MAE 4310. The Teaching of Elementary School Mathematics (3). Prerequisites: Semesters I and II. Corequisite: Semester III. Develops specific instructional techniques to maximize success in the child's learning of mathematics.

MAE 4326. How Children Learn Mathematics (3). Prerequisite: Semester I. Corequisite: Semester II. This course focuses on children's development of mathematical content and on the development of mathematics curriculum from children's view points. Technology as a tool for learning mathematics will be included.

RED 4310. Early Literacy Learning (3). Prerequisites: EDF 1005 and EDF 2085. This course prepares pre-service teachers to teach beginning reading, targeting the needs of a wide range of learners, including those of varying abilities and from diverse cultures. The content addresses research-based strategies, materials, technology, assessment, classroom management, and collaboration with other professionals and parents.

RED 4510. Teaching Reading in the Elementary School (3). Prerequisites: Semesters I and II. Corequisite: Semester III. Methods and materials for teaching developmental reading based on holistic reading/language comprehension strategies and skill development.

RED 4941. Reading/ESOL Capstone Practicum (3). (S/U grade only.) Prerequisites: TSL 4080, TSL 4081, or instructor permission. This field experience provides students the opportunity to tutor children who are struggling readers and who are acquiring English as a second language. Students are under the supervision of an ESOL-endorsed teacher. This course is taken as the third field experience the semester prior to student teaching.

SCE 4310. Teaching Science in the Elementary School (3). Prerequisites: Semesters I and II. Corequisite: Semester III. Designed to engage the student in self-directed, meaningful science activities for positive, cognitive, and affective growth.

SSE 4113. Elementary School Social Studies (3). Prerequisite: Semester I. Corequisite: Semester II. Content, applications, and materials in the social sciences, K–6.

TSL 4080. Language Principles for Teachers (3). This course provides an overview of the law related to the teaching of English learners and second language acquisition theory.

TSL 4081. Teaching English Learners (3). Prerequisite: TSL 4080. This course focuses on the teaching of English learners and relates the techniques to second language acquisition theory addressed in the first ESOL course, Language Principles for Teachers.

CGS 5112. Using Computer Graphics as an Instructional Tool (3).

CGS 5113. Using Computer Simulation as an Instructional Tool (3).

EDE 5225. The Elementary School, K–6 (3).

EDE 5227. The Integrated Curriculum in the Elementary and Middle School (3).

EDE 5266r. Current Issues and Trends in Elementary Education (3).

EDE 5324. Promoting Thinking in the Elementary School (3).

EDE 5327. Differentiating Instruction (3).

EDE 5346. Technology in Elementary and Middle School (3).

EDE 5511. Organization for Classroom Instruction in the Elementary School (3).

EDE 5906r. Directed Individual Study (1–3). (S/U grade only.)

EDE 5910r. Supervised Research (1–5). (S/U grade only.)

EDE 5931r. Special Topics in Elementary and Middle School Education (3).

EDE 5940r. Supervised Teaching (1–5). (S/U grade only.)

EDE 6805. Perspectives of Teacher Professional Development (3).

EDE 6935r. Doctoral Seminar in Elementary Education (3). (S/U grade only.)

EDE 6937. Advanced Research Seminar in Elementary Education (3). (S/U grade only.)

EDS 5356. Supervision of Associate Teaching (3). (S/U grade only.)

MAE 5318. The Topics and Teaching of Elementary School Mathematics (4).

MAE 5655. Computers in Mathematics Education (3).

SCE 5215. Conceptual Learning in Elementary School Science (3).

SSE 5615. Problems in Teaching Elementary School Social Studies (3).

For listings relating to graduate course work for thesis, dissertation, and Master's and doctoral examinations and defense, consult the Graduate Bulletin.

Reading education and language arts is a graduate program offering degrees at the Master's, Specialist, and Doctoral levels. For more information, refer to the Graduate Bulletin. However, the program does offer undergraduate courses that are part of the teacher education curriculum.

LAE—Language Arts and English Education

LIS—Library and Information Studies

RED—Reading Education

RED 4360. Teaching Reading in Middle/Secondary Schools (3). A course designed to introduce prospective teachers to developmental and corrective reading practices.

RED 4905r. Directed Individual Study (1–3). May be repeated to a maximum of twelve (12) semester hours.

LAE 5319. Teaching Oral and Written Expression in the Elementary School (3).

LAE 5349. Language and Literacy Development through Storytelling/Storywriting (3).

LAE 5415. Investigation in Children's Literature (3).

LAE 5515. Language and Literacy Assessment (3).

LAE 5738. Linguistic Research in Language Education (3).

LAE 5931r. Special Topics in Elementary Language and Literature (1–3).

LAE 6746. Theory and Research in Language Education (3).

LIS 5566. Multicultural Literature and Information Resources for Children and Young Adults (3).

LIS 5567. International Literature for Children and Young Adults (3).

RED 5109. The Development and Assessment of Emergent Reading and Writing (3).

RED 5147. Foundations of Developmental Reading (3).

RED 5337. Supervision and Instruction in Secondary School Reading (3).

RED 5385. Teaching Reading to Adult Illiterates (3).

RED 5546. Diagnosis of Reading Disabilities (3).

RED 5548. Correction of Reading Disabilities (3).

RED 5646. Trends and Issues in Reading (3).

RED 5695. Policy Issues in Reading (3).

RED 5744. Using Literacy Research to Inform Practice (3).

RED 5865. Leadership Practicum in Reading and Language Arts (3).

RED 5906r. Directed Individual Study (1–3).

RED 5911r. Supervised Research (1–5). (S/U grade only.)

RED 5945r. Supervised Teaching (1–5). (S/U grade only.)

RED 5947. Seminar and Practicum in Reading and Language Arts (3). (S/U grade only.)

RED 6747. Theory and Research in Reading (3).

RED 6938r. Doctoral Seminar in Reading and Language Arts (1–3). (S/U grade only.)

Program requirements for state-approved educator preparation programs are subject to revision based on changes in Section 1004.04, Florida Statutes, Public Accountability and State Approval for Teacher Preparation Programs, and State Board of Education Rule 6A-5.066, Approval of Educator Preparation Programs.

This degree major is designed to prepare individuals for careers as public school teachers of students with learning disabilities. The program leads to certification in exceptional student education for grades K though 12 with an ESOL endorsement.

This degree major is a three-year program that culminates in the awarding of the Bachelor of Science (BS) followed by the Master of Science (MS) degree. Students must maintain a 3.0 grade point average (GPA) during the junior/senior years of study or earn a 1000 on the general aptitude section of the Graduate Record Examinations (GRE) in order to be admitted to the required graduate component of the three-year, combined program.

This degree major is designed to prepare persons for careers working with children and youth with mental disabilities. The teacher is equipped to teach all levels of severity at the elementary and secondary level in public schools, private schools, or in residential facilities. This major is not a teacher certification program.

The objective of the visual disabilities degree major is to prepare specialists to provide services to individuals who are either blind or have low vision. The Bachelor's degree program prepares individuals as classroom teachers and orientation and mobility specialists. Following graduation, students are employed in a variety of settings that offer services to children and youth with visual impairments. Visual Disabilities Education is the initial-certification major and culminates in a 15-week internship; Visual Disabilities Studies is a non-certification track intended for students planning to enter the Master's program in Visual Disabilities and complete certification requirements at an advanced level.

The Early Childhood Special Education (ECSE) Certificate Program is appropriate for teachers, physical/occupational specialists, speech and language therapists, nurses, social workers, and other professionals involved in delivering early intervention/education services to young children (birth to five years) and their families. The ECSE Certificate is not intended as a diploma or degree that reflects the requirements of a particular governmental, private, or organizational agency. However, the award of the Certificate is noted on the transcripts of graduates, and individuals earning the ECSE Certificate receive a written certificate.

The ECSE Certificate may be earned by taking eighteen semester hours of coursework related to early childhood special education. Individuals may take the courses for the certificate as Master's students in the education of students with exceptionalities (ESE) program, as students in a Bachelor's or Master's degree program in a related discipline, or as FSU special students with departmental permission. The Pre-Kindergarten Disability Endorsement and/or the Infant/Toddler Developmental Specialist Certificate may be earned in conjunction with the ECSE Certificate. Students must be accepted to Florida State University before being eligible for acceptance into the certificate program. For more information about early childhood special education at Florida State University, please contact Dr. Mary Frances Hanline, Florida State University, 205 Stone Building, Tallahassee, Florida 32306-4459, (850) 644-4880, Fax (850) 644-8715, mhanline@fsu.edu.

The Early Childhood and Family Intervention Graduate Certificate will allow the traditional and non-traditional student to earn credit at the Master's level in order to better promote resilience of infants and young children in Florida who are vulnerable, disabled, or at-risk. This program will foster a unique interdisciplinary perspective, linking the social sciences, education, and the healing arts, and promoting the integration of science, policy, and practice in early childhood and family intervention. Certificate holders will be prepared to critically evaluate evidence-based research for the derivation of best practices; to assist families in the development of capacity, competence, and confidence to meet their child's developmental needs through coordinated team-based service in natural settings; and to contribute to public policy development.

Application procedures and deadlines for admission to Florida State University as specified in the Graduate Bulletin will be followed for students requesting to participate in the certificate program as a special student, a Master's degree-seeking student, or an advanced undergraduate student seeking admission on senior privilege. In addition, a goal statement and an early childhood and family intervention certificate program application must be submitted online at http://fsu.edu/earlyintervention or by mail to: Dr. Mary Frances Hanline, Coordinator, Early Childhood and Family Intervention Graduate Certificate Program Childhood Education, c/o Reading and Disability Services, 205 Stone Building, Florida State University, Tallahassee, Florida 32306-4459.

Applicants will be screened by a committee of certificate program faculty representing at least three different disciplines.

Degree-seeking students with senior status, Master's degree-seeking students, and those enrolled as special students will be expected to maintain a 3.0 or higher grade point average in their coursework while enrolled in the certificate program. Bachelor's students may include majors in early childhood/special education, early childhood education, child and family development, family life specialist, communications sciences, psychology, social work, or other degree programs with comparable requirements for the discipline.

Eighteen semester hours comprise this certificate. Courses must be completed with an earned grade of at least a "B". Students will be expected to complete the certificate program within a period of five (5) academic calendar years from date of acceptance.

All special education majors must earn a minimum grade of "C–," "satisfactory," or "pass" in each required course.

1. New students are admitted ONLY in the Fall semester; students should work closely with an adviser to plan completion of basic requirements around the Fall timetable. Program applications are available in 205 Stone or on the web at www.coe.fsu.edu. Deadline for Fall consideration is March 1st of the preceding Spring term.
2. A 2.5 GPA minimum during the freshman and sophomore years is required.
3. Previous experience with individuals with disabilities (for example, volunteer work) is helpful.
4. Students must interview with program faculty.
5. All admission criteria for teacher certification must be met (listed in the "College of Education" chapter of this General Bulletin).

Requirements

Background Check: The State of Florida requires that all school districts initiate a level II (FDLE and FBI) criminal background check on all adults who work in schools. Because all courses in special education have a required school component, it is not possible to pass any of the courses if the student is blocked from entering Leon County Schools. Any student who is not able to document that he/she has been cleared by the end of the second week of classes in the first term enrolled will be required to drop all courses and withdraw from the program.

Professional Behaviors and Dispositions: While enrolled in any of the initial certification Special Education programs, the student is expected to demonstrate behaviors and dispositions that conform to the "Code of Ethics" (State Board of Education Rule 6.B-1.001, FAC) and the "Principles of Professional Conduct in Florida" (State Board of Education Rule 6B-1.006, FAC). The program reserves the right to refuse or discontinue enrollment of any student who violates these expectations or in the judgment of a majority of the faculty does not meet the program standards.

The purpose of the Baccalaureate program in rehabilitation services is to provide students with professional knowledge and competencies required of entry-level, direct-service providers in a wide variety of public and private service agencies. Among the kinds of occupations available for graduates are mental health technicians, case managers, psychological aides, behavior specialists, job coaches and advisers, disability-focused assistants, gerontological assistants, drug and alcohol treatment specialists, occupational specialists, and correctional specialists.

New students are admitted in the Fall, Spring, and Summer semesters. Students must complete an interview with the program coordinator and must meet the University requirements for initial admission and/or matriculation from the lower division. Applicants to the major should complete a COE Undergraduate Program Application, available from the Office of Academic Services in 2301 Stone Building.

The Baccalaureate degree in rehabilitation services requires students to complete sixty semester hours at the upper-division level. This curriculum includes nine courses (forty semester hours) in rehabilitation services and seven required electives (twenty semester hours). Rehabilitation core courses include: MHS 4001; RCS 4060, 4081, 4109, 4240, 4300, 4820, 4840; and SDS 4481. The required elective courses consist of completing a minimum of one course in seven knowledge domains that are relevant to rehabilitation. The seven domains include: assessment; human growth and development; abnormal behavior; family systems; self-management for wellness; social systems and disciplines; and organizational life. A complete and current listing of the menu of choices for satisfying the completion of required elective courses is available through the undergraduate student adviser. A grade of "C" or better is required for satisfactory completion of all program course work.

EBD—Education: Emotional/Behavioral Disorders

EDF—Education: Foundations and Policy Studies

EEX—Education: Exceptional Child-Core Competencies

EGI—Education: Gifted

ELD—Education: Specific Learning Disabilities

EMR—Education: Mental Retardation

EVI—Education: Visually Impaired-Blind

IDS—Interdisciplinary Studies

MHS—Mental Health Services

RCS—Rehabilitation Counseling Services

EBD 4011. Introduction to the Socially and Emotionally Disturbed (3). This course is designed to introduce students to the history of providing services to emotionally handicapped children and youths as well as examine the evolving trends in the field. Additionally, theories of causality are investigated and approaches for improving academic and social behavior are analyzed.

EDF 2085. Teaching Diverse Populations (3). Students will acquire an understanding of the complexity and diversity in the American and Florida populations in general and the school and community populations in particular. Students will participate in a field-based experience.

EEX 3601. Applied Behavior Analysis for Special Educators (3). Corequisite: EEX 3831. Introduction to behavioral principles and procedures useful for managing the behavior of students with handicaps. For majors only.

EEX 3831. Practicum in Direct Observation (2). Corequisite: EEX 3601. This course employs direct observation and recording techniques for analysis of classroom management strategies.

EEX 3949r. Cooperative Education Work Experience (0). (S/U grade only.)

EEX 4014. Introduction to Mental Disabilities (3). Designed to provide students with an overview of the basic knowledge pertinent to mental disabilities. Special attention is given to the educational, social, and psychological aspects of mental disabilities.

EEX 4050. Introduction to Learning and Behavior Disorders (3). This course examines the fields of learning and behavioral/emotional disorders from historical, theoretical, practical, and public school perspectives.

EEX 4070. Including Students with Disabilities in the General Education Curriculum (3). This course provides participants with the knowledge and skills to include students with disabilities in the general education curriculum by adapting instruction and assessment procedures and processes.

EEX 4201. Typical and Atypical Development and Learning (3). This course examines typical and atypical learning and development throughout the lifespan.

EEX 4212r. Educational Assessment for Students with Disabilities (3). This course is designed to provide an opportunity for students to develop performance skills in the administration of formal and informal assessment instruments and processes.

EEX 4223. Individualized Educational Planning (3). Provides students with the opportunity to demonstrate effective use of diagnostic skills. For majors only.

EEX 4250. Individualized Reading Instruction for Students with Disabilities (3). This course reviews methods for teaching reading to individuals with disabilities.

EEX 4251. Teaching Mathematics to Learners with Disabilities (3). Instructional methods and curriculum to teach mathematics to students with disabilities are examined.

EEX 4253. Functional Reading and Life Skills for Individuals with Disabilities (3). This course examines methods for teaching functional reading and life skills to individuals with disabilities.

EEX 4751. Collaboration with Families, Schools, and the Community (3). This course provides the knowledge and skills necessary for collaborating with families, other professionals, and community members.

EEX 4770. Study of Human Exceptionality (3). This course will increase learner knowledge and awareness of the characteristics and needs of people with exceptionalities, and acquaint learners with the resources, issues, and trends related to appropriately meeting these needs.

EEX 4834. Introductory Practicum in Special Education (2). This practicum provides experience with individuals with a range of disabilities.

EEX 4842. Practicum with Students with Low Incidence Disabilities (2). This practicum provides experience with individuals with low incidence disabilities.

EEX 4861. Student Teaching in Special Education (11–12). (S/U grade only.) Student teachers will teach students with disabilities for one semester within a public school setting, full-time, and under the supervision of a certified special education teacher.

EEX 4905r. Directed Individual Study (1–3). May be repeated to a maximum of twelve (12) semester hours.

EEX 4920. Pre–Student Teaching Seminar (1). (S/U grade only.) Prepares last-term majors in special education for the transition from student to professional, lays the groundwork for the culminating activity of student teaching, and acquaints the new professionals with their future role and responsibility to the field of exceptional student education.

EEX 4930r. Special Topics in Special Education (1–3). Topics will vary from term to term. May be repeated to a maximum of nine (9) semester hours.

EEX 4941. Practicum with Students with High Incidence Disabilities (2). This practicum provides experience with individuals with high incidence disabilities.

EEX 4970r. Honors Work in Special Education (3). Prerequisite: Admission to the honors program. Corequisites: EDF 5481 or EEX 5931 or equivalent. This course is designed to provide qualified upper-division majors in special education an opportunity to undertake an independent and original research project. May be repeated to a maximum of nine (9) thesis hours with instructor approval.

EGI 4011. Introduction to Gifted and Talented Students (3). Nature and needs of these exceptional children and youth including the special groups of underachieving, culturally diverse, women, and handicapped gifted.

ELD 4011. Introduction to Specific Learning Disabilities (3). This course is designed to introduce the student to the changing field of learning disabilities with emphasis on the various theories that have shaped the field.

EMR 4360. Functional Reading, Academics, and Life Skills for Individuals with Mental Disabilities (3). This course is designed to prepare teachers to teach functional reading and related academic skills to individuals with mental disabilities.

EVI 4011. Introduction to Visual Disabilities (3). Designed to provide an overview of the population of people who have visual impairments and the role of specialized service providers. Special attention is given to the effects of visual impairment on development and learning.

EVI 4110. Assessment of Visually Impaired Students (3). Prerequisites: EVI 4011, EVI 4121, and EVI 4211. Students are prepared in this course to participate in the comprehensive assessment of individuals with visual impairments, including those students who have multiple disabilities, by using formal and informal instruments and authentic assessment procedures appropriate to the population. Students will be prepared for their future consulting role as members of transdisciplinary assessment teams.

EVI 4121. Anatomy and Diseases of the Eye for Blindness Professionals (3). The purpose of this class is to introduce prospective teachers of students with visual impairments, orientation and mobility specialists, and rehabilitation teachers to the anatomy and physiology of the human eye, the visual mechanism, its embryologic development, and various eye pathologies. Particular emphasis is placed on the impact of these eye pathologies on the visual functioning of the individual.

EVI 4211. Literary Braille (3). In this course students will develop skills in the preparation of materials for blind students in the literary Braille code using a braillewriter. Interlining and proofreading are emphasized.

EVI 4212. Nemeth Code and Supporting Math Instruction for Students with Visual Impairments (3). Prerequisites: EVI 4011, EVI 4211, and EVI 4312. The purpose of this course is to enable students preparing to be teachers of blind school-age children to support the instruction of mathematics skills in students with visual impairments. Topics include the foundation of the acquisition of mathematics skills, the Nemeth Code, adaptations of mathematics diagrams and structures, instruction in the abacus, and strategies for teaching mathematics skills to students with visual impairments.

EVI 4220. Introduction to Orientation and Mobility (3). Provides future teachers of students with visual impairments and rehabilitation teachers with an appreciation for and a realistic understanding of the problems inherent in the orientation and mobility experienced by visually impaired individuals. Stresses techniques for teaching O/M in indoor environments.

EVI 4230. Educational Management of Students with Visual Impairments (3). Prerequisites: EVI 4211, EVI 4212, and EVI 4312. The purpose of this course is to provide participants with the knowledge and skills necessary to manage the successful integration of students with visual impairments into the general education environment. Legal, ethical, and safety issues related to the education of students with visual impairments are explored. In addition, students are assisted as they prepare for their student teaching experience.

EVI 4250. Teaching Social and Career Skills to Students with Visual Impairments (3). Prerequisites: EVI 4011 and EVI 4254. The purpose of this course is to provide participants with the knowledge and skills necessary to design and implement instructional activities to increase the development of social and career skills in children with visual impairments. Emphasis is placed on infusing these skills into everyday activities, educational instruction, and collaboration with families and communities to improve student outcomes.

EVI 4254. Teaching Independent Living Skills to Students with Visual Impairments (3). This course is designed to provide students planning to be teachers of students with visual impairments with the techniques and instructional tools to safely teach independent living skills, including the skills associated with food preparation, household management, personal grooming, clothing care, and health management.

EVI 4311. Teaching Reading and Writing to Students with Visual Impairments (3). Prerequisites: EVI 4011, EVI 4211, and EVI 4121. Prepares future educators with strategies and techniques necessary for determining the mode of reading and for teaching reading and writing skills to students with visual impairments.

EVI 4312. Academic Modifications in the Public School Class (3). Prerequisites: EVI 4011 and EVI 4211. Corequisite: EVI 4121. The purpose of this course is to provide participants with the knowledge and skills necessary to successfully integrate visually impaired students into the general education environment. Students learn to adapt classroom materials, collaborate with general education personnel, and develop direct teaching strategies that enhance the visually impaired learners' optimum functioning.

EVI 4314. Low Vision (3). Prerequisite: EVI 4121. The purpose of this course is to prepare prospective teachers of students with visual impairments, orientation and mobility specialists, and rehabilitation teachers for facilitating the visual functioning of individuals with low vision. Students learn the basics of optics and how to conduct functional vision evaluations, to modify environments, and to teach the effective use of low vision devices.

EVI 4330. Teaching Students with Visual Impairments and Other Disabilities (3). Introduces the techniques and strategies necessary for meeting the needs of students with visual impairments who have additional disabling conditions. An emphasis will be placed upon working with students with mental disabilities who also have a visual impairment.

EVI 4940. Student Teaching in Visual Disabilities (12). (S/U grade only.) Prerequisite: EVI 4230. In this course, student teachers teach students with visual disabilities for one semester within a local school or residential school setting, full-time and under the supervision of an experienced certified teacher of students with visual impairments.

MHS 3949r. Cooperative Education Work Experience (0). (S/U grade only.)

MHS 4001. The Human Services Profession (3). An exploration of the nature of human service work. Analyzes past, present, and future issues in human service work. Human service professions and systems approaches. Personal, career, and family development. The delivery of human services. Program development and evaluation, with a special emphasis upon the rehabilitation process.

MHS 4460r. Crisis Intervention Counseling: Theory and Practice (1–3). Training in basic helping skills for dealing with people in crisis situations, specifically telephone hotline training. May be repeated to a maximum of six (6) semester hours.

MHS 4905r. Directed Individual Study (1–3). May be repeated to a maximum of twelve (12) semester hours.

RCS 1065. Disability in Western Culture (3). This course provides an understanding of disability and its implications within the context of Western culture; includes definitions of disability, historical and current cultural views, and implications of disability for daily life.

RCS 3061. Survey of Life Span Development: Preventive and Interventive Strategies for People with Normal or Abnormal Development, Disabilities, or Disease (4). Course examines the human development, both normal and abnormal, of an individual across the entire age span, from psychomotor, cognitive, and affective perspectives. Special emphasis is placed on the adolescent, young, adulthood, middle adulthood, and late adulthood developmental stages of life.

RCS 4039. Helping Strategies and Case Management in Rehabilitation (3). Training in basic interviewing techniques and case management skills in rehabilitation. Includes case recording, ecological assessment, individual treatment planning, crisis intervention, referral, and interdisciplinary collaboration.

RCS 4060. Psychosocial Aspects of Diversity (4). Examines the psychological and the social factors related to adjustment and diverse populations, including minorities, women, persons with disabilities, and other adults.

RCS 4081. Medical Aspects of Disability and Chronic Illness (3). An introduction to the structure of medicine in the United States. A survey of medical specialties and terminology; a survey of body systems, common malfunctions, therapeutic services, and restorative techniques.

RCS 4240. Psychosocial Aspects of Rehabilitation (3). An overview of the psychological and social factors related to the adjustment or adaptation to a disability and to the provision of rehabilitation services. The relationship between disability and culture will also be explored.

RCS 4300. Vocational Aspects of Rehabilitation (3). Theories, methods, and practices of career development, utilizing occupational information and labor market trends, understanding of requirements and characteristics of a variety of occupations, job analysis, and job modification and restructuring.

RCS 4820r. Internship in Rehabilitation Services (7–15). (S/U grade only.) Prerequisite: Adviser permission. Full or half semester internship in a human services setting. May be repeated to a maximum of fifteen (15) semester hours.

RCS 4840. Field Experience in Rehabilitation (3). (S/U grade only.) Prerequisite: Adviser permission. Supervised clinical practice in a rehabilitation agency or community service organization. Duties are in activities like interviewing, assessment, case management, service coordination, teaching and coaching of life skills.

RCS 4930r. Special Topics in Rehabilitation Counseling (1–4). Special topics in rehabilitation counseling are studied in depth. May be repeated for a maximum of twelve (12) semester hours.

EBD 5223. Advanced Study of Emotional Disturbance (3).

EBD 5320. Precision Teaching Methods for Emotional Disturbances (3).

EBD 5941. Practicum in Emotional Disturbance/Learning Disability (3).

EEX 5017. Typical and Atypical Early Development (3).

EEX 5087. Middle and Secondary Curriculum for Learners with Disabilities (3).

EEX 5089. Adaptations and Accommodations for Learners with Disabilities (3).

EEX 5234. Development and Assessment of Individuals with Severe Disabilities (3).

EEX 5235. Instructional Environments: Ethical, Legal, Safety, and Classroom Management Considerations (3)

EEX 5237. Methods for Teaching Students with Low Incidence Disabilities (3).

EEX 5239. Assessment and Methods in Early Childhood Special Education (3).

EEX 5246. Mathematics for Students with Disabilities (3).

EEX 5248. Positive Behavior Support (3).

EEX 5258. Advanced Reading Instruction for Students with Disabilities (3).

EEX 5259. Literacy for Learners with Disabilities (3).

EEX 5285r. Seminar in Transition (3).

EEX 5286. Preparing Individuals for Transition (3).

EEX 5298. Teaching Students with Autism (3).

EEX 5456. Program Development for Young Children with Disabilities (3).

EEX 5704. Early Childhood and Elementary Education Curriculum for Special Educators (3).

EEX 5708. Teaming with Families, Schools and the Community (3).

EEX 5740. Cognitive and Social Implications of Maltreatment of Students with Exceptional Needs (3).

EEX 5765. Introduction to Special Education Technology (3).

EEX 5774. Collaborative Transition and Career Planning for Students with Severe or Profound Disabilities (3).

EEX 5836r. Practicum with Students with Autism Spectrum Disorder (1–3).

EEX 5841r. Field Laboratory Internship (1–12). (S/U grade only.)

EEX 5863r. Supervised Teaching (1–4). (S/U grade only.)

EEX 5906r. Directed Individual Study (1–3).

EEX 5911r. Supervised Research (1–4). (S/U grade only.)

EEX 5920. Pre-Student Teaching Seminar (1). (S/U grade only.)

EEX 5931r. Special Topics in Special Education (1–3).

EEX 5940r. Practicum in Early Childhood Special Education (3).

EEX 5943r. Practicum in Transition (3).

EEX 6301r. Seminar: Research Problems in Special Education (1). (S/U grade only.)

EEX 6341. Critical Review of Special Education Research (3).

EGI 5936. Seminar for Teachers of the Gifted (3).

EGI 5940. Mentorship Practicum for the Gifted (5).

ELD 5140. Advanced Study of Learning Disabilities (3).

EMR 5235. Teaching the Student with Profound Disabilities (3).

EMR 5803. Advanced Practicum in Mental Disabilities (3).

EVI 5019. Foundations of Rehabilitation Teaching of the Blind (3).

EVI 5131. Teaching Deaf-Blind/Multisensory Impaired Individuals (3).

EVI 5221. Applied Methods of Orientation and Mobility (3).

EVI 5222. Advanced Orientation and Mobility (3).

EVI 5255. Methods of Independent Living of the Blind (3).

EVI 5315. Teaching Communication Skills to Visually Impaired Adults (3).

EVI 5316. Low Vision (3).

EVI 5318. Special Methods of Working with Preschoolers with Visual Impairments (3).

EVI 5325. Technology for Individuals with Visual Impairment (3).

EVI 5332. Social and Vocational Implications of Recreation and Leisure for Visually Impaired (3).

EVI 5355. Issues of Blindness in Society (3).

EVI 5931r. Seminar in Visual Disabilities (3).

EVI 5935. Studies in Research on Individuals with Visual Impairment (3).

EVI 5942. Student Teaching in Visual Disabilities (12). (S/U grade only.)

EVI 5943. Practicum in Orientation and Mobility (2).

EVI 5944. Practicum with Students Who Are Deafblind (1–3).

EVI 5945r. Internship in Orientation and Mobility (3-12). (S/U grade only.)

EVI 5946r. Internship in Rehabilitation Teaching of Adults with Visual Disabilities (3). (S/U grade only.)

IDS 5347. Infant and Toddler Typical and Atypical Development (3).

IDS 5348. Family-Centered Early Intervention (3).

IDS 5349. Infant/Toddler and Family Assessment (3).

MHS 5060. Psychosocial and Multicultural Aspects of Counseling (3).

MHS 5860r. Supervised Teaching (1–4). (S/U grade only.)

MHS 5915r. Supervised Research (1–4). (S/U grade only.)

RCS 5080. Medical Aspects of Disability (3).

RCS 5245. Psychosocial and Multicultural Aspects of Disability (3).

RCS 5250. Assessment in Counseling and Rehabilitation (3).

RCS 5320. Placement Methods and Techniques (3).

RCS 5410. Principles and Practices in Rehabilitation Counseling (3).

RCS 5620. Administration and Supervision in Rehabilitation (3).

RCS 5845r. Leadership Practicum in Rehabilitation (3–6).

RCS 5930r. Special Topics in Rehabilitation (2).

RCS 6249. Advanced Psychological and Social Aspects of Disability (3).

RCS 6259. Advanced Assessment in Rehabilitation Counseling (3).

RCS 6400. Advanced Theories and Principles of Rehabilitation (3).

RCS 6700r. Professional Issues in Rehabilitation Counseling (3).

For listings relating to graduate course work for thesis, dissertation, and Master's and doctoral examinations and defense, consult the Graduate Bulletin.

College of Education

The Division of Middle and Secondary Education consists of five program areas: English education, the FSU-Teach program in secondary science or mathematics teaching, mathematics education, science education, and social science education, and the FSU-Teach program in secondary science and/or math teaching. Each of these program areas offers undergraduate degrees to prepare middle and high school teachers in specific disciplines. Successful completion of a degree qualifies candidates for certification to teach in middle and high schools in Florida. Please refer to the 'Teacher Preparation General Education Requirements' section of the "College of Education" chapter in this General Bulletin for additional details.

The following majors and teacher certification programs are offered by the Division of Middle and Secondary Education:

• English Education
• Secondary Science or Mathematics Teaching: FSU-Teach (Concentrations in mathematics, applied geosciences, biology, chemistry, and physics)
• Mathematics Education (No new undergraduate admissions after Summer 2009)
• Science Education (No new undergraduate admissions after Fall 2009)
• Social Science Education

Program requirements for state-approved educator preparation programs are subject to revision based on changes in Section 1004.04, Florida Statutes, Public Accountability and State Approval for Teacher Preparation Programs, and State Board of Education Rule 6A-5.066, Approval of Educator Preparation Programs.

The following programs have been approved by the Florida Department of Education (DOE) as Initial Certification Teacher Preparation Programs at the Baccalaureate level:

• Biology Science Education (Grades 6-12, DOE Certification Area 288)
• Chemistry Science Education (Grades 6-12, DOE Certification Area 289)
• Earth/Space Science Education (Grades 6-12, DOE Certification Area 302)
• English Education w/ESOL Endorsement (Grades 6-12, DOE Certification Area 398)
• Middle Grades General Science Education (Grades 5-9, DOE Certification Area 307)
• Middle Grades Mathematics Education (Grades 5-9, DOE Certification Area 306)
• Physics Science Education (Grades 6-12, DOE Certification Area 291)
• Secondary Mathematics Education (Grades 6-12, DOE Certification Area 287)
• Social Science/Middle Grades Social Science Education (Grades 6-12/5-9, DOE Certification Area 377)
• Secondary Science or Mathematics Teaching (Grades 6-12, DOE Certification Areas TBA)

Jointly developed by the College of Arts & Sciences and the College of Education, the FSU-Teach program offers a fully-integrated undergraduate curriculum with concentration areas in middle and secondary science or mathematics education. The FSU-Teach program is coordinated by Dr. Ellen Granger in the College of Arts & Sciences and Dr. Sherry Southerland of the College of Education; contact Dr. Granger at granger@bio.fsu.edu or Dr. Southerland at southerl@coe.fsu.edu for further details.

The program is constituted as a double-major ONLY curriculum, offered jointly by the College of Arts & Sciences and the College of Education. Students will select one of the following content-area disciplines as their primary major: Applied Geosciences, Biology, Chemical Sciences, Interdisciplinary Physics, or Mathematics. Once certified to upper-division status by the College of Arts & Sciences, students in the FSU-Teach content-area majors with cumulative GPAs of 2.5 or better are eligible for formal admission to Teacher Education and the required second major offered by the College of Education. At formal admission, students will have completed or achieved: Step 1 and Step 2 methods courses, the common-course prerequisites for the respective content-area major, and a passing score on all four sections of the General Knowledge portion of the Florida Teacher Certification Exam. Note that FSU-Teach majors are exempt from the statewide pre-education common core of EDFX005, EDGX701, and EMEX040 and may be admitted in any semester of the academic year. The program is structured to allow matriculation at multiple entry points for students at different stages of their undergraduate enrollments (Freshman through Senior). The program encourages all students with qualifying science or mathematics coursework to apply. FSU-Teach majors will apply for provisional acceptance to the program after completion of the first two required courses for Freshmen and Sophomore entry, and adequate progress in courses for the primary major for Junior and Senior entry; application for formal admission to Teacher Education will be completed during the senior year.

Graduation from the FSU-Teach program requires successful completion of a semester-long internship in a Florida public school, completion of both sets of coursework requirements for the double-major curriculum, achievement of passing scores on the appropriate Subject Area exam and Professional Education portion of the Florida Teacher Certification Exam, and retention of a cumulative GPA of 2.5 or better in both majors.

All first-time-in-college (FTIC) freshmen with a University matriculation date of Summer 2008 or later may make application to upper-division Middle & Secondary Education programs ONLY for Fall consideration, with the exception of the FSU-Teach program, which accepts new students on a rolling basis. Applicants should submit a completed program application to the Office of Academic Services, 2301 Stone Building, no later than May 15th of the Summer term preceding Fall entry. Students affected by this policy are advised to work closely with an adviser to plan completion of Liberal Studies requirements and program prerequisites on a timetable congruent with the Fall-only admissions cycle.

All applicants must have fulfilled the common program prerequisites, specific program prerequisites, and have satisfied all other criteria for admission to Teacher Education programs prior to their first semester in the program, including achievement of a passing score on the General Knowledge portion of the Florida Teacher Certification Examination. See the section entitled Planning Guide to Teacher Education Programs under the "College of Education" header in this General Bulletin.

All undergraduates at Florida State University must demonstrate basic computer skills competency prior to graduation. As necessary computer competency skills vary from discipline to discipline, each major determines the courses needed to satisfy this requirement. Undergraduate majors in all middle and secondary education programs satisfy this requirement by earning no less than a "C–" in EME 2040; FSU-Teach students will fulfill this requirement within the coursework required for graduation from the program.

The State of Florida has identified common program prerequisites for the following University degree programs. Specific prerequisites are required for admission into the upper-division programs and must be completed by the student at either a community college or a state university prior to being admitted to these programs. Students may be admitted into the University without completing the prerequisites, but may not be admitted into the program.

At the time this document was published, some common program prerequisites were undergoing revision. Please visit http://facts23.facts.org/navigation/detail_ext/cpp_intro.do?pageId=060304 for a current list of state-approved prerequisites.

The following lists the common program prerequisites or their substitutions necessary for admission into these upper-division degree programs:

Biology Teacher Education

1. EDF X005
2. EDG X701
   Note: In addition to EDG X701, a minimum of six credit hours with an international or diversity focus is required. Eligible courses will be determined by the institution where the student is currently earning his or her Associate in Arts (AA) or baccalaureate degree. Foreign language courses may be used to meet this requirement. Contact department and/or adviser for details.
3. EME X040
4. Plus the following general program prerequisites:
   1. Biology with lab for eight credit hours
   2. Chemistry with lab or physics with lab for eight credit hours
   3. Electives in science for six credit hours

Note: Courses specified in this category may apply to general education coursework. General education courses will be determined by the community college or university where the student is currently earning the Associate in Arts (AA) or baccalaureate degree and will be published in the institution's catalog and in the Community College Counseling Manual.

Note: Education courses may not be used to meet the communications, mathematics, natural and/or physical science, humanities, or social science requirements.

Chemistry Teacher Education

1. EDF X005
2. EDG X701
   Note: In addition to EDG X701, a minimum of six credit hours with an international or diversity focus is required. Eligible courses will be determined by the institution where the student is currently earning his or her Associate in Arts (AA) or baccalaureate degree. Foreign language courses may be used to meet this requirement. Contact department and/or adviser for details.
3. EME X040
4. Plus the following general program prerequisites:
   1. Chemistry with lab for eight credit hours
   2. Biology with lab or physics with lab for eight credit hours
   3. Electives in science for six credit hours

Note: Courses specified in this category may apply to general education coursework. General education courses will be determined by the community college or university where the student is currently earning the Associate in Arts (AA) or baccalaureate degree and will be published in the institution's catalog and in the Community College Counseling Manual.

Note: Education courses may not be used to meet the communications, mathematics, natural and/or physical science, humanities, or social science requirements.

Earth/Space Teacher Education

1. EDF X005
2. EDF X085
   Note: In addition to EDF X085, a minimum of six credit hours with an international or diversity focus is required. Eligible courses will be determined by the institution where the student is currently earning his or her Associate in Arts (AA) or baccalaureate degree. Foreign language courses may be used to meet this requirement. Contact department and/or adviser for details.
3. EME X040
4. Plus the following general program prerequisites:
   1. Biology with lab or chemistry with lab or physics with lab for eight credit hours
   2. Geology with lab for four credit hours
   3. Oceanography for three credit hours

Note: Courses specified in this category may apply to general education coursework. General education courses will be determined by the community college or university where the student is currently earning the Associate in Arts (AA) or baccalaureate degree and will be published in the institution's catalog and in the Community College Counseling Manual.

Note: Education courses may not be used to meet the communications, mathematics, natural and/or physical science, humanities, or social science requirements.

English Teacher Education

1. EDF X005
2. EDG X701
   Note: In addition to EDG X701, a minimum of six credit hours with an international or diversity focus is required. Eligible courses will be determined by the institution where the student is currently earning his or her Associate in Arts (AA) or baccalaureate degree. Foreign language courses may be used to meet this requirement. Contact department and/or adviser for details.
3. EME X040
4. Plus the following general program prerequisites:
   1. SPC X600
   2. One literature course for three credit hours
   3. Electives in English for three credit hours

Note: Courses specified in this category may apply to general education coursework. General education courses will be determined by the community college or university where the student is currently earning the Associate in Arts (AA) or baccalaureate degree and will be published in the institution's catalog and in the Community College Counseling Manual.

FSU-Teach Biology

1. BSC X010/X 010L or BSC X010C or BSC X040/X 040L or PCB X011C
2. BSC X011/X 011L or BSC X011C or BSC X041/X 041L
3. CHM X045/X 045L or CHM X045C or CHM X040 and CHM X041
4. CHM X046/X 046L or CHM X046C
5. CHM X210/X210L and CHMX211/Z211L or CHM X210C and CHM X211C or PHY X053/X053L and PHY X054/X054L or PHY X048/XX048L and PHY X049/X049L
6. MAC X311 or MAC X233 or MAC X253 or MAC X281
7. MAC 312 or MAC X282 or MAC X234
8. Step 1 Course for one (1) credit hour
   Note: Course number not yet assigned.
9. Step 2 Course for one credit hour

Note: Courses number not yet assigned.

FSU-Teach Math

1. COP XXXX (a three-credit hour scientific programming course designed for computer-science majors)
2. MAC X311
3. MAC X312
4. MAC X313
5. Four credit hours in BSC XXXX and one laboratory-based science course (with BSC prefix) designed for science majors or CHM XXXX and one laboratory-based science course (with CHM prefix) designed for science majors or PHY XXXX and one laboratory-based science course (with PHY prefix) designed for science majors or GLY XXXX and one laboratory-based science course (with GLY prefix) designed for science majors
6. MAP X302
7. SMT 1043
8. SMT 1053

Note: All universities require a "C" grade or better in the COP, MAC, MAP, and Science course prerequisites for admission.

Health Teacher Education

1. EDF X005
2. EDG X701
   Note: In addition to EDG X701, a minimum of six credit hours with an international or diversity focus is required. Eligible courses will be determined by the institution where the student is currently earning his or her Associate in Arts (AA) or baccalaureate degree. Foreign language courses may be used to meet this requirement. Contact department and/or adviser for details.
3. EME X040
4. Plus the following general program prerequisites:
   1. Personal health for three credit hours
   2. Anatomy and physiology plus lab for three credit hours
   3. Introduction to nutrition for three credit hours
   4. Electives in health, natural and social sciences for six credit hours

Note: Courses specified in this category may apply to general education coursework. General education courses will be determined by the community college or university where the student is currently earning the Associate in Arts (AA) or baccalaureate degree and will be published in the institution's catalog and in the Community College Counseling Manual.

Note: Education courses may not be used to meet the communications, mathematics, natural and/or physical science, humanities, or social science requirements.

Middle Grades Science Teacher Education

1. EDF X005
2. EDF X085
   Note: In addition to EDF X085, a minimum of six credit hours with an international or diversity focus is required. Eligible courses will be determined by the institution where the student is currently earning his or her Associate in Arts (AA) or baccalaureate degree. Foreign language courses may be used to meet this requirement. Contact department and/or adviser for details.
3. EME X040
4. lus the following general program prerequisites:
   1. Biology with lab or chemistry with lab or physics with lab for eight credit hours
   2. Geology with lab for four credit hours
   3. Oceanography for three credit hours

Note: Courses specified in this category may apply to general education coursework. General education courses will be determined by the community college or university where the student is currently earning the Associate in Arts (AA) or baccalaureate degree and will be published in the institution's catalog and in the Community College Counseling Manual.

Note: Education courses may not be used to meet the communications, mathematics, natural and/or physical science, humanities, or social science requirements.

Middle School Mathematics Education

1. EDF X005
2. EDF X085
   Note: In addition to EDF X085, a minimum of six credit hours with an international or diversity focus is required. Eligible courses will be determined by the institution where the student is currently earning his or her Associate in Arts (AA) or baccalaureate degree. Foreign language courses may be used to meet this requirement. Contact department and/or adviser for details.
3. EME X040
4. Plus the following general program prerequisites:
   1. MAC X311
   2. Computer programming language (applicable to microcomputer) for three credit hours
   3. Biological science for four credit hours
   4. Electives in mathematics or physical science for four credit hours

Note: Courses specified in this category may apply to general education coursework. General education courses will be determined by the community college or university where the student is currently earning the Associate in Arts (AA) or baccalaureate degree and will be published in the institution's catalog and in the Community College Counseling Manual.

Note: Education courses may not be used to meet the communications, mathematics, natural and/or physical science, humanities, or social science requirements.

Physics Teacher Education

1. EDF X005
2. EDG X701
   Note: In addition to EDG X701, a minimum of six credit hours with an international or diversity focus is required. Eligible courses will be determined by the institution where the student is currently earning his or her Associate in Arts (AA) or baccalaureate degree. Foreign language courses may be used to meet this requirement. Contact department and/or adviser for details.
3. EME X040
4. Plus the following general program prerequisites:
   1. Physics with lab for eight credit hours
   2. Biology with lab or chemistry with lab for eight credit hours
   3. Electives in science for six credit hours

Note: Courses specified in this category may apply to general education coursework. General education courses will be determined by the community college or university where the student is currently earning the Associate in Arts (AA) or baccalaureate degree and will be published in the institution's catalog and in the Community College Counseling Manual.

Note: Education courses may not be used to meet the communications, mathematics, natural and/or physical science, humanities, or social science requirements.

Secondary Mathematics Education

1. EDF X005
2. EDG X085
   Note: In addition to EDF X085, a minimum of six credit hours with an international or diversity focus is required. Eligible courses will be determined by the institution where the student is currently earning his or her Associate in Arts (AA) or baccalaureate degree. Foreign language courses may be used to meet this requirement. Contact department and/or adviser for details.
3. EME X040
4. Plus the following general program prerequisites:
   1. MAC X311
   2. Calculus and analytic geometry II for four credit hours
   3. Electives in mathematics for four credit hours
   4. Computer programming language (applicable to microcomputer) for three credit hours

Note: Courses specified in this category may apply to general education coursework. General education courses will be determined by the community college or university where the student is currently earning the Associate in Arts (AA) or baccalaureate degree and will be published in the institution's catalog and in the Community College Counseling Manual.

Note: Education courses may not be used to meet the communications, mathematics, natural and/or physical science, humanities, or social science requirements.

Social Sciences Teacher Education

1. EDF X005
2. EDG X701
   Note: In addition to EDG X701, a minimum of six credit hours with an international or diversity focus is required. Eligible courses will be determined by the institution where the student is currently earning his or her Associate in Arts (AA) or baccalaureate degree. Foreign language courses may be used to meet this requirement. Contact department and/or adviser for details.
3. EME X040
4. Plus the following general program prerequisites:
   1. One American government course for three credit hours
   2. One course each from four of the following six areas for a total of twelve credit hours: anthropology, cultural geography, economics, history, psychology, and sociology

Note: Courses specified in this category may apply to general education coursework. General education courses will be determined by the community college or university where the student is currently earning the Associate in Arts (AA) or baccalaureate degree and will be published in the institution's catalog and in the Community College Counseling Manual.

Note: Education courses may not be used to meet the communications, mathematics, natural and/or physical science, humanities, or social science requirements.

Limited Enrollment Programs

No student, transfer or otherwise, may be admitted to limited access, College of Education Teacher Preparation Programs without first completing the general education and specific program prerequisites. Eligible courses will be determined by the community college or university where the student currently is earning the AA or baccalaureate degree and will be published in the institution's catalog and in the Community College Counseling Manual.

Note: Courses listed above as "general program prerequisites" may be taken in fulfillment of the corresponding general education curriculum set by public postsecondary institutions in the State of Florida.

Note: The following courses are applicable to each of the major programs in middle and secondary education listed below.

EDF—Education: Foundations and Policy Studies

EDM—Education: Middle School

EDF 2085. Teaching Diverse Populations (3). Students will acquire an understanding of the complexity and diversity in the American and Florida populations in general and the school and community populations in particular. Students will participate in a field-based experience.

EDM 3001. Introduction to Middle School (3). This course is designed to give the student an introduction to the modern middle school. It will include the philosophy and practice of the ideal middle school. The development of the middle school will be studied. This is a required course only for students in the junior high/middle school mathematics education program, but recommended as an elective for all of those in teacher preparation programs in the department.

Secondary English Education Undergraduate Program

The program in English education requires course work in English, English education, teaching English as a second language, and professional education. After meeting State of Florida common program prerequisites, students in English education must complete a minimum of twenty-one semester hours of English course work. Courses must include those that focus specifically on these areas: minority American literature, American literature, multicultural literature, Shakespeare, British literature, linguistics, and advanced composition. Students should see an adviser in English education for specific courses satisfying these requirements.

In English education, candidates must complete LAE 3331, 3333, 4323, 4530 (or another approved reading course), 4860, 4941, 4942 (student teaching). Additional English education course work may be taken as independent study (LAE 4905r) or in special topics in teaching English (LAE 4930).

All candidates also are required to take TSL 3330 and 4331. When taken in conjunction with the courses listed above, students become eligible for the state ESOL endorsement in teaching English as a second language. They also must pass the subject area and professional knowledge portions of the Florida Teacher Certification Examination prior to graduation, and must pass the General Knowledge portion prior to admission to the program.

Six semester hours of upper division professional education courses are required (as explained in the "College of Education" section of this General Bulletin). Students must complete all required course work before being admitted to student teaching. Students are encouraged to student teach in the local area (Area I) or in the other areas supported by the College of Education.

In addition to meeting the College of Education criteria for admission to teacher education, students must meet the following standards in order to student teach: (1) a minimum 2.75 grade point average (GPA) in English courses, including TSL courses; (2) a minimum 3.0 GPA in English education courses; (3) a minimum 2.75 GPA in professional education courses; (4) completion of all required English education courses with no lower than a "C+"; and (5) approval by the English education faculty.

Students who fail to meet any one of these criteria will not be allowed to student teach.

LAE—Language Arts and English Education

RED—Reading Education

SSE—Social Studies Education

Note: English education majors also must complete course work offered through the Department of English, the Educational Foundations Program, the Educational Psychology Program, and the Multilingual/Multicultural Education Program. Please see the department for details.

LAE 3331. Teaching Literature and Drama in High Schools (3). Prerequisite: A minimum of six (6) semester hours of literature at the 2000, 3000, and/or 4000 level. Recent adolescent literature, resources and methods for teaching literature in high schools, uses of creative dramatics in teaching literature and language skills.

LAE 3333. Teaching Writing and Language in High Schools (3). Prerequisite: A minimum of six (6) semester hours in composition. Attitudes, materials, and procedures for teaching written composition, language, and grammar; planning instruction and evaluating student writing.

LAE 4323. Teaching English in the Middle School (3). Prerequisite: A minimum of six (6) semester hours of literature and six (6) semester hours of composition. Review of contemporary approaches to instruction in young adult literature, language, and language development, oral and written composition, corrective and developmental reading, and study skills. All English components will be considered in the light of early adolescent learning characteristics.

LAE 4332. Applied English Linguistics for Teachers (3). Prerequisite: A minimum of six (6) semester hours in composition and six (6) semester hours in literature. A course for prospective middle and high school teachers in contemporary approaches to English linguistics taught in Florida public secondary schools: grammar, usage, dialectology, diction (vocabulary development), semantics, and lexicography. Linguistic content will be related to contemporary theories of learning.

LAE 4360. Classroom Management and Planning Instruction in Middle/High School English (3). Prerequisites: LAE 3331 and LAE 3333. To be taken during the final semester of course work, with LAE 4941. A careful consideration of the role of the secondary schoolteacher of English with special attention to effective classroom management and planning for instruction and evaluation of student progress.

LAE 4363. A Survey of British Literature for English Teachers (3). This course provides those seeking an undergraduate English-Education degree with the opportunity to develop an understanding of the scope of British literature. Participants explore historical, political, and social events that influenced the creation of literature from the Anglo-Saxon era to the present, post-modern period.

LAE 4384. A Survey of American Literature for English Teachers (3). This course is designed for secondary English teachers in need of developing content knowledge. The primary focus is on reading a variety of literary works suitable for teaching grades six through twelve.

LAE 4530. Reading Instruction for Teachers of Secondary English Language Arts (3). Prerequisites: Two from among LAE 3331, LAE 3333, and TSL 3330. In this course, participants gain experience and expertise in learning to assess, diagnose, and address the kinds of reading problems that young adolescents bring into their English language arts classes. Students learn how to interpret and draw upon theory, research, and best practices in order to find strategies and approaches that will improve adolescents' critical reading skills and their attitudes toward reading.

LAE 4860. Using Technology in Teaching Language Arts (3). Prerequisite: EME 2040 or equivalent. Survey of the uses of technology to improve the achievement of students in English at the secondary level. Course includes: video, film, video camcorders, computers, computer software evaluation, media literacy, the Internet, homepages, CD-ROM, and Hypertext.

LAE 4905r. Directed Individual Study (1–3). May be repeated to a maximum of twelve (12) semester hours.

LAE 4930. Special Topics in Teaching English (1–3). Intensive investigations of problems and issues affecting secondary English instruction prior to and during teaching internship.

LAE 4937r. Honors Work (3). May be repeated to a maximum of six (6) semester hours.

LAE 4941. Methods and Observation/Participation in Middle/Secondary English (2). (S/U grade only.) Prerequisites: LAE 3331 and LAE 3333. To be taken during the final semester of course work, with LAE 4360. A series of observation and participation activities designed to provide the English education undergraduate with prestudent teaching classroom experiences.

LAE 4942. Student Teaching in Secondary School English (12). (S/U grade only.) Prerequisites: All English, LAE, TSL, and EDF requirements. Internship in secondary English.

RED 4335. Content Area Reading for Secondary School Teachers (3). This course introduces pre-service teachers to the role of literacy in the content areas. Students develop the knowledge, skills, and attitudes needed to meet the literacy needs of students. This course is required for all teacher education majors, with the exception of English education majors.

LAE 5064. Reader Response to Literature: Research and Practice (3).

LAE 5297r. Teachers as Writers (3-6).

LAE 5347r. Teaching Writing, PK-16 (3-6).

LAE 5364. A Survey of British Literature for English Teachers (3).

LAE 5368r. Classroom Management and Methods of Planning and Instruction In Secondary English (3-6).

LAE 5385. A Survey of American Literature for English Teachers (3).

LAE 5637r. Problems and Trends in Secondary English Curriculum (3–6).

LAE 5736. Written Composition in the Secondary School: Theory and Research (3).

LAE 5748r. Teacher Action Research: Studies in Teaching Writing I (3-6).

LAE 5749r. Teacher Action Research: Studies in Teaching Writing II (3-6).

LAE 5908r. Directed Individual Study (1–3). (S/U grade only.)

LAE 5915r. Supervised Research (1–4). (S/U grade only.)

LAE 5932r. Special Topics in English Education (1–3).

LAE 5940r. Field Laboratory Internship (1–8). (S/U grade only.)

LAE 5945r. Supervised Teaching (1–4). (S/U grade only.)

RED 5337. Supervision and Instruction in Secondary School Reading (3).

SSE 5382. Seminar in Global and Multicultural Education (3).

For listings relating to graduate course work for thesis, dissertation, and Master's and doctoral examinations and defense, consult the Graduate Bulletin.

New admissions to this program have been suspended at all degree levels; no applications will be accepted.

HSC—Health Sciences

HSC 2100. Health Implications of our Changing Culture (3). Contemporary health problems arising from changing living patterns, morals, values, and environment.

HSC 3120. Consumer Health (3). Demonstrate appropriate decision-making skills and other life skills as applied to the purchasing of health goods and services.

HSC 3312. Problems in Health Education (3). Prerequisite: HSC 4200. Analyzes and applies the appropriate individual and group health educators/health promotion teaching/learning interventions.

HSC 3313. Strategies for Effective Health Education Program Development (3). Prerequisite: HSC 4200. Corequisite: HSC 3312. Participate in a variety of techniques useful in educational settings to analyze, plan, implement, and evaluate health education methodologies and strategies for a school setting.

HSC 3949r. Cooperative Education Work Experience (0). (S/U grade only.)

HSC 4143. Preventive Approaches and Strategies in Drug Education for the Educator (3). A review of preventive strategies related to drug usage. Stressed are physiological, psychological, and sociological aspects of drug use and drug abuse.

HSC 4201. Introduction to Community Health (3). Philosophy and practice of public and community health including economic, sociologic, and legal justifications.

HSC 4300. School Health Methods/Strategies (4). Prerequisites: HSC 3312 and HSC 3313. Health instruction, services, and environment are presented and problems/issues of practicing health educators, K–12, are discussed.

HSC 4814r. Community Health Education Field Experience (5–15). (S/U grade only.) Application of theoretical knowledge and strategies to the development of health education skills in a community health setting. May be repeated to a maximum of fifteen (15) semester hours.

HSC 4870r. Student Teaching in Health Education (1–15). (S/U grade only.) Prerequisite: HSC 4300. Application of school health education theory to the practice under the direct supervision of a school health educator. May be repeated to a maximum of fifteen (15) semester hours.

HSC 4906r. Directed Individual Study (1–3). May be repeated to a maximum of twelve (12) semester hours.

HSC 4935r. Selected Special Topics in Health Education (3). An analysis of selected topics related to health education. May be repeated to a maximum of six (6) semester hours when topics vary in content and area.

HSC 5006. Foundations of Health Promotions (3).

HSC 5142. Health/Drug Education/Promotion Strategies in Schools (3).

HSC 5815r. Supervised Community Health Education Field Experience (1–12). (S/U grade only.)

HSC 5875r. Supervised Teaching (1–4). (S/U grade only.)

HSC 5908r. Directed Individual Study (1–3).

HSC 5915r. Supervised Research (1–4). (S/U grade only.)

HSC 5935r. Selected Special Topics in Health Education (3).

The secondary mathematics and middle grades mathematics teacher certification programs are fully approved by the Florida Department of Education. All students are advised to see a program faculty member each semester as requirements are subject to revision based on changes in State Board of Education rules. For more information, please visit http://www.fsu.edu/~mse/Programs/Math/index.html. Note that the College of Education mathematics education program as constituted within this Bulletin entry will suspend admissions to new applicants for the undergraduate program effective at the end of Summer 2009. All undergraduate students interested in teaching mathematics at the middle or secondary levels must pursue the FSU-Teach program track after Summer 2009.

Curriculum for Teachers of Secondary School Mathematics Leading to a Baccalaureate Degree and Florida Teacher Certification

A student preparing to teach secondary school mathematics must take at least twenty-one (21) semester hours of mathematics, statistics, and/or computers beyond the common degree prerequisites. Specific course requirements are provided by the department.

Each student preparing to teach secondary school mathematics must take EDF 4210 and 4430; MAE 4320, 4330, 4335, 4657, 4815, 4816, 4862, 4878, 4940, 4945; RED 4335; and TSL 4324. A student must earn at least a "C" in the required courses.

Curriculum for Teachers of Middle Grades Mathematics Leading to a Baccalaureate Degree and Florida Teacher Certification

A student preparing to teach middle grades mathematics must take at least sixteen (16) semester hours of mathematics, statistics, and/or computers beyond the common degree prerequisites. Specific course requirements are provided by the department.

Each student preparing to teach middle grades mathematics must take EDF 4210 and 4430; EDM 3001; MAE 4320, 4330, 4657, 4813, 4815, 4816, 4862, 4878, 4940, 4945; RED 4335; and TSL 4324. A student must earn at least a "C" in the required courses.

In order to satisfy state requirements in both programs, students take courses in assessment, reading in the content area, and human development and learning. Specific courses meeting these requirements are provided by the department.

In either program a student may not earn more than one "D" in a mathematics or statistics course. Some departments have specific policies with respect to grades. Please refer to these sections in this General Bulletin.

In addition to the College of Education standards for admission to Teacher Education, the following criteria must be met: (1) pass all parts of the General Knowledge subject test of the Florida Teacher Certification Exam (FTCE); (2) complete calculus with analytic geometry I with a "C–" or better; (3) an overall 2.5 GPA; and (4) approval by the department. Admission to one of the programs is required prior to taking courses in the major.

Students must meet the following requirements in order to graduate from either program: (1) pass all parts of the FTCE (General Knowledge, Professional Knowledge, and Subject Area); (2) an overall 2.5 GPA; and (3) demonstrate at a satisfactory level all of the Florida Educator Accomplished Practices at the pre-professional level during student teaching (MAE 4945).

MAE—Mathematics Education

MAE 4320. Teaching Mathematics in the Middle School (3). Prerequisites: MAC 2311, MAE 4816, or instructor permission. Introduces students to the nature of the student learning and mathematics curricula in grades five through nine (5–9). Appropriate pedagogical strategies for the mathematical content of the middle grades are considered.

MAE 4330. How Adolescents Learn Mathematics (3). Prerequisite: MAC 2311. This course examines the following topics: foundation in adolescents' learning of mathematics; theories of learning in mathematics; the nature of mathematics; and learners' mathematical processes (problem solving, reasoning, representation, communication, and connections.) It also analyzes middle and high school mathematics curricula from the perspective of adolescent learning.

MAE 4335. Teaching High School Mathematics (3). Prerequisites: MAC 2311 and MAC 2312. This course provides a foundation in the pedagogy of mathematics, focusing on the use of problem solving, cooperative learning, and appropriate tools for teaching algebra, geometry, trigonometry, calculus, statistics and probability, measurement, and number concepts and operations.

MAE 4657. Using Technology in the Teaching of Mathematics (3). Prerequisite: EME 2040. This course explores the uses of various technologies in mathematics classes, demonstrated through hands-on activities and experiences.

MAE 4862. Using History in the Teaching of Mathematics (3). The course examines the historical origins and evolution of key mathematics concepts. Selected topics are chosen from number systems, numeration, computation, number theory, algebra, geometry, analytic geometry, and calculus.

MAE 4905r. Directed Individual Study (1–3). May be repeated to a maximum of twelve (12) semester hours.

MAE 4940. Classroom Management and Planning Instruction in Middle/High School Mathematics (4). Prerequisites: EDF 4430, MAC 2311, MAE 4330, MAE 4816, or instructor permission. This course provides for a focused examination of instructional strategies, planning, evaluation, classroom management, school laws, professional ethics, and school safety in the middle and high school mathematics classroom. Prospective teachers are expected to demonstrate an ability to impact student learning in grades 5–12. This course is to be taken during the semester prior to MAE 4945.

MAE 4941r. Field Experiences in Teaching Mathematics (1–3). (S/U grade only.) May be repeated to a maximum of six (6) semester hours.

MAE 4945. Student Teaching in Mathematics (12). (S/U grade only.) Prerequisite: MAE 4940. Supervised semester-long classroom teaching experience in a Florida public school.

MAE 5146. School Mathematics Curriculum (3).

MAE 5175. Teaching Community College Mathematics (3).

MAE 5337. Seminar on the Teaching of Algebra (2).

MAE 5338. Seminar on the Teaching of Geometry (2).

MAE 5641r. Special Topics in Mathematics Education (2–3).

MAE 5658. Using Technology in the Teaching of Mathematics (3).

MAE 5690. Ethnomathematics (3).

MAE 5691. Mathematics Learning and Teaching (3).

MAE 5795. Seminar on Research in Mathematics Education (2).

MAE 5865. Using History in the Teaching of Mathematics (3).

MAE 5908r. Directed Individual Study (1–3). (S/U grade only.)

MAE 5915r. Supervised Research (1–4). (S/U grade only.)

MAE 5942r. Field Laboratory Internship (1–8). (S/U grade only.)

MAE 5946r. Supervised Teaching (1–4). (S/U grade only.)

MAE 6148. Curriculum in Math Education (3).

MAE 6797. Advanced Seminar on Research in Mathematics Education (4).

MAE 6938r. Doctoral Seminar in Mathematics Education (1–3).

MAE 6939. Seminar in Mathematics Teacher Education (3).

For listings relating to graduate course work for thesis, dissertation, and Master's and doctoral examinations and defense, consult the Graduate Bulletin.

New admissions to this program have been suspended at all degree levels; no applications will be accepted.

EAP—English as a Second Language for Academic Purposes

FLE—Foreign Language Education

LIN—Linguistics

TSL—Teaching English as a Second Language

EAP 4830r. Spoken English for International Teaching Assistants (1–3). (S/U grade only.) Practice and training in speaking current American English appropriate for university classrooms, development of cultural and interpersonal language skills necessary for performing duties as a teaching assistant. May be repeated to a maximum of twelve (12) semester hours.

EAP 4831r. Advanced Spoken English for International Teaching Assistants (1–2). (S/U grade only.) Development of speaking and language skills necessary for instruction in a university classroom. Emphasizes content-specific varieties of American English; practice in conversational management required for instruction. May be repeated to a maximum of eight (8) semester hours.

EAP 4832r. American Pronunciation for International Teaching Assistants (1–3). (S/U grade only.) Systematic coverage of the sounds of modern American English. Emphasis is on the role of prosodic features in comprehensibility, development of critical listening, activities for developing self-monitoring competencies.

EAP 4905r. Directed Individual Study (1–3). (S/U grade only.) Typically emphasizes classroom observation, self-monitoring techniques, and specialized training. May be repeated to a maximum of twelve (12) semester hours.

FLE 3033. Introduction to Teaching Foreign Language (4). Historical development, sequence, and objectives of foreign language study; the nature of language and teaching for communication.

FLE 4905r. Directed Individual Study (1–3). May be repeated to a maximum of twelve (12) semester hours.

FLE 4937r. Honors Work (3). Prerequisite: FLE 4941. May be repeated to a maximum of six (6) semester hours.

TSL 3330. Teaching Students with Limited English Proficiency (3). Prerequisites: Admittance to the College of Education and into the Secondary English Education program. This course provides an introduction to the teaching of students with limited English proficiency. It is the first course in a pair of ESOL courses to be taken by all English education majors and it satisfies the requirements for ESOL endorsement in the state of Florida.

TSL 4080. Language Principles for Teachers (3). This course provides an overview of the law related to the teaching of English learners and second language acquisition theory.

TSL 4081. Teaching English Literature (3). Prerequisite: TSL 4080. This course focuses on the teaching of English learners and relates the techniques to second language acquisition theory addressed in the first ESOL course, Language Principles for Teachers.

TSL 4251. Applied Linguistics for Second Language Learning (3). Course is designed for preservice teachers in the elementary, early childhood, and English education programs who will teach limited English proficient and other linguistic minority students pre-K–12.

TSL 4324. ESOL Instruction in the Content Area (3). Prerequisite: Senior standing. Theory and application of second-language learning and teaching strategies for limited English-proficient students in subject matter classes. Satisfies META requirements for all teachers of LEP students except primary language arts instructors. Appropriate for renewal of all certification coverage.

TSL 4331. Language Principles and Acquisition (4). Prerequisites: TSL 3330 as well as admittance into the College of Education and into the Secondary English Education program. This course synthesizes and reinforces concepts and theories related to the teaching of students with limited English proficiency. This is the second course in a pair of ESOL courses that are taken by all English education majors and satisfies the requirements for ESOL endorsement in the state of Florida.

TSL 4441. Second Language Testing and Evaluation (3). Prerequisites: EDF 1005, EDF 2085, EME 2040, and admission to the Secondary English-Education program. This course is designed to acquaint students with principles of second language assessment and standardized testing, to inform them of general principles of second language test construction and administration, including traditional and nontraditional assessments, and to provide practical experiences in preparing valid items and analyzing tests.

TSL 4941. Practicum in Multilingual/Multicultural Education (4). Prerequisites: FLE 3033 and acceptable oral-proficiency interview score. Practical techniques for classroom instruction of basic foreign language skills; teaching intermediate and advanced levels; use and construction of foreign language tests; techniques of planning, classroom management, ethics, and school law.

TSL 4942. Associate Teaching in a Foreign Language (10). (S/U grade only.) Prerequisites: FLE 3033, FLE 4941, and passing score on the Florida Teacher Certification Examination.

TSL 4945r. Associate Teaching in English as a Second Language (2–10). (S/U grade only.) May be repeated to a maximum of ten (10) semester hours.

EAP 5860. Advanced English Practice for International Educators (3). (S/U grade only.)

FLE 5908r. Directed Individual Study (1–3). (S/U grade only.)

FLE 5915r. Supervised Research (1–4). (S/U grade only.)

FLE 5945r. Supervised Teaching (1–4). (S/U grade only.)

LIN 5706. Psycholinguistic Perspectives on Language Acquisition and Development (3).

LIN 5908r. Directed Individual Study (3). (S/U grade only.)

LIN 5910r. Supervised Research (1-5). (S/U grade only.)

LIN 5932r. Topics in Linguistics (3).

TSL 5005. Teaching of English as a Second/Foreign Language (4).

TSL 5142. Development of Curriculum and Materials in Foreign Languages (3).

TSL 5250. Applied Linguistics in Foreign Language Teaching (3).

TSL 5325. ESOL (English to Speakers of Other Languages) Instruction in the Content Areas (3).

TSL 5377. Reading in Foreign Language Instruction (3).

TSL 5440. Testing and Evaluation in Foreign Languages (3).

TSL 5525. Teaching of Culture: Multicultural/Multilingual Perspectives (3).

TSL 5640. Seminar: Research in Second Language Learning and Teaching (3).

TSL 5908r. Directed Individualized Study (1–3). (S/U grade only.)

TSL 5915r. Supervised Research (1–4). (S/U grade only.)

TSL 5930r. Seminar: Current Issues in TSL (1–3).

TSL 5931. Seminar: Special Topics in Applied Linguistics (2–3).

TSL 5940r. Field Laboratory Internship (1–8). (S/U grade only.)

TSL 5947r. Supervised Teaching (1–4). (S/U grade only.)

TSL 5972r. Thesis (1–6). (S/U grade only.)

TSL 5974r. Specialist in Education Thesis (1–6). (S/U grade only.)

TSL 6641. Research Issues and Designs in Second Language Education (3).

TSL 6980r. Dissertation (1–12). (S/U grade only.)

TSL 8964r.  Preliminary Doctoral Examination (0). (P/F grade only.)

TSL 8966r.  Master's Comprehensive Examination (0). (P/F grade only.)

TSL 8968r.  Specialist in Education Comprehensive Examination (0). (P/F grade only.)

TSL 8976r.  Master's Thesis Defense (0). (P/F grade only.)

TSL 8978r.  Specialist in Education Thesis Defense (0). (P/F grade only.)

TSL 8985r.  Dissertation Defense (0). (P/F grade only.)

For listings relating to graduate course work for thesis, dissertation, and Master's and doctoral examinations and defense, consult the Graduate Bulletin.

Curriculum for Teachers of Science Leading to a Baccalaureate Degree and Florida Teacher Certification

The program in science education requires course work in the sciences, science education, and professional education. Forty-nine to fifty-three (49–53) semester hours in science course work approved by the science education faculty must be taken by all students seeking the Baccalaureate degree and initial teaching certification.

All students seeking certification must be admitted to Teacher Education and meet all of the requirements for pursuing a state-approved program as explained in the "College of Education" chapter of this General Bulletin. All students must complete requirements for admission to the upper division major in one of the areas of specialization. Areas of specialization are biology, chemistry, earth/space science, middle school science, and physics. In addition to the College of Education criteria for admission to teacher education, the following criteria must be met: (1) 2.5 GPA for science and mathematics courses; (2) 2.5 GPA overall; and, (3) approval by the School of Teacher Education and program. All students must pass the Florida Teacher Certification Exam (FTCE) prior to graduation. For more information, please visit http://www.fsu.edu/~mse/Programs/Science/index.html. Note that the College of Education science education program as constituted within this Bulletin entry will suspend admissions to new undergraduate applicants effective at the end of Fall 2009. All undergraduate students interested in teaching science at the middle or secondary levels must pursue the FSU-Teach program track after Fall 2009.

Professional Education Core

EDF 1005 Introduction to Education (3)

EDF 2085 Teaching Diverse Populations (3)

EDF 4210 Educational Psychology: Developing Learners (3)

EDF 4430 Classroom Assessment (3)

EME 2040 Introduction to Educational Technology (3)

RED 4335 Content Area Reading for Secondary School Teachers (3)

SCE 4320 Introduction to Middle School Science Teaching (3)

SCE 4362 Teaching and Learning Science (3)

SCE 4363 Advanced Topics in High School Science Teaching and Learning (3)

SCE 4944 Student Teaching in Science (10)

SCE 4948 Classroom Management and Planning in Science Education (3)

TSL 4324 ESOL Instruction in the Content Areas (3)

Student teaching involves a 15-week field experience during which students teach classes in their areas of specialization. Opportunities are provided to learn about schools and the manner in which science curricula are administered within schools. The practicum is a course that is conducted in conjunction with student teaching. Students meet to discuss their school-based experiences and to integrate theory and practice.

Specialty Areas (select one)

The student will work with a faculty adviser to design a program to ensure certification and competency in one of the following areas: biological science, chemistry, physics, middle school science, or earth/space science. Students must complete forty-nine to fifty-three semester hours of science for majors in a specialty area. Twenty-two of these semester hours may be satisfied when completing prerequisite and liberal studies requirements for admission to the upper division major.

SCE—Science Education

SCE 4320. Introduction to Middle School Science Teaching (3). The focus of this course is on the roles and responsibilities of science teachers. There is a 30-hour field component to this course.

SCE 4362. Teaching and Learning Science (3). The focus of this course is planning, instruction, learning, and classroom environment. There is extensive fieldwork (30 hours) and students will work with a teacher in an area high school.

SCE 4363. Advanced Topics in High School Science Teaching and Learning (3). Prerequisites or corequisites: SCE 4320 and SCE 4362. This course assumes previous field experiences and focuses on issues in curriculum, assessment, and the use of technology in science instruction. This course is offered at the school site, is project-based, and there is an extensive fieldwork component.

SCE 4835C. Teaching Earth and Space Science (3). This course examines the pedagogical content knowledge needed to teach earth/space science.

SCE 4905r. Directed Individual Study (1–3). May be repeated to a maximum of twelve (12) semester hours.

SCE 4920r. Science Education Colloquium (0). (S/U grade only.) Colloquium provides opportunities for sharing and to learn about current science education research. May be repeated to a maximum of eight (8) times.

SCE 4939r. Seminar in Contemporary Science and Science Education (1). May be repeated to a maximum of four (4) semester hours. Two (2) hours must be taken prior to or concurrent with SCE 4330. Required for arts and sciences majors.

SCE 4944. Student Teaching in Science (10). (S/U grade only.) Corequisite: SCE 4948r.

SCE 4948r. Classroom Management and Planning in Science Education (3). Prerequisites: EDF 1005, EDF 2085, EME 2040, SCE 4320, SCE 4362, SCE 4363, and TSL 4324. Corequisite: SCE 4944. This course provides support and guidance to science education students participating in student teaching. The course focus is on classroom management and planning, professional ethics, and school law.

SCE 5140. Curriculum in Science Education (3).

SCE 5147. Perspectives on Learning in Science Education (3).

SCE 5225. Conceptual Learning in Middle School Science (3).

SCE 5331. Management and Planning in Science Teaching (3).

SCE 5332. Methods for Teaching Science in Secondary Schools (3).

SCE 5336. Instructional Strategies that Promote Learning in Science (3).

SCE 5340. Teaching and Learning Science (3).

SCE 5545. Teaching Science in Diverse Classrooms (3).

SCE 5642. Science Teaching and Education Policy (3).

SCE 5740. Research Methods in Science Education (3).

SCE 5836C. Teaching Earth and Space Science (3).

SCE 5895. Nature of Science and Science Technology (3).

SCE 5905r. Directed Individual Study (1–3). (S/U grade only.)

SCE 5910r. Supervised Research (1–4). (S/U grade only.)

SCE 5921r. Colloquium (1). (S/U grade only.)

SCE 5935r. Special Problems in the Teaching of Secondary School Science (1–3).

SCE 5942. Internship for Graduate Students (1–10). (S/U grade only.)

SCE 5943r. Field Laboratory Internship (1–8). (S/U grade only.)

SCE 5945. Initial Practicum in the Teaching and Learning of Science (3).

SCE 5946r. Supervised Teaching (1–4). (S/U grade only.)

SCE 5947. Final Practicum in the Teaching and Learning of Science (3).

SCE 5949r. Field Lab Internship (1-3)

SCE 5954. Portfolio Defense (0). (P/F grade only.)

SCE 5973r. Specialist in Education Thesis (1–6). (S/U grade only.)

SCE 6345r. Teaching and Learning Science (3).

SCE 6351. Curriculum Design in Science (3).

SCE 6395. Science Teacher Education (3).

SCE 6761r. Research, Recent Developments, and Current Issues in Science Education (3–5).

SCE 6922r. Colloquium in Science Education (1). (S/U grade only.)

SCE 6938r. Advanced Seminar in Science Education (2).

For listings relating to graduate course work for thesis, dissertation, and Master's and doctoral examinations and defense, consult the Graduate Bulletin.

Co-Directors: Dr. Sherry Southerland (College of Education), Dr. Ellen Granger (College of Arts & Sciences); Associate Director: Dr. Robin Smith; Core Faculty: Clark, Granger, Harper, Sampson, Smith, Southerland; Master Teachers: Dyar, Kelso

Curriculum for Teachers of Science or Mathematics Leading to a Baccalaureate Degree and Florida Teacher Certification

The program in secondary science or mathematics teaching requires course work in the sciences and education or in mathematics and education. The program is a double-major only curriculum requiring students to complete a primary major in the sciences (biology, chemistry, geosciences, or physics) or mathematics in addition to a secondary major in Secondary Science or Mathematics Teaching (FSU-Teach). Each of the discipline areas has special tracks for FSU-Teach majors enabling students to complete the double major in 4 years (120 hours). The program culminates with conferral of the baccalaureate degree in two majors with all coursework and state testing requirements fulfilled for initial Florida teacher certification. All students seeking certification must be formally admitted to Teacher Education and meet all of the requirements for pursuing a state-approved program as explained in the "College of Education" chapter of this General Bulletin prior to final term internship. Students are expected to meet the requirements for provisional acceptance to the program prior to enrolling in the Knowing and Learning course.

Students are expected to meet the requirements for formal admission to Teacher Education during their senior year. The areas of specialization available are biology, chemistry, geosciences (earth/space science), mathematics, and physics. In addition to meeting the state Department of Education criteria for admission to Teacher Education, the following criteria must be met for graduation: (1) 2.5 GPA for science and/or mathematics courses; (2) 2.5 cumulative GPA; and, (3) approval of the program faculty. All students must pass all relevant sections of the Florida Teacher Certification Exam prior to graduation. For more information, please visit http://www.fsu-teach.fsu.edu.

SMT 1043. Step 1: Inquiry Approaches to Teaching (1). This course allows students to explore teaching as a career at no cost. Following an introduction to the theory and practice behind excellent inquiry-based mathematics and science instruction, students teach lessons in elementary classrooms to obtain firsthand experience in planning and implementation.

SMT 1053. Step 2: Inquiry-Based Lesson Design in Science/Mathematics (1). Prerequisite: SMT 1043. In this course, students continue developing the lesson-plan skills learned in SMT1043, as they become familiar wit exemplary middle-school science curricula. After observing a lesson being taught in a local school-district classroom, students work alone or in pairs to plan and teach three inquiry-based lessons to sixth, seventh, or eighth graders.

SMT 3100. Knowing and Learning in Science and Mathematics (FSU-Teach) (3). Prerequisites: SMT 1043 and SMT 1053. This course focuses on knowing and learning in secondary science and mathematics as understood from a multidisciplinary perspective. The primary goal of this course is not simply a offer a general survey of theories of scientific and mathematical knowing and learning, but to also to provide students with the opportunity to identify theories of knowing and learning and to employ these theories in their own practice of science and mathematics teaching.

Note: The following courses are currently under development with the University Curriculum Committee. Course prefixes and numbers have yet to be assigned. For additional information, please refer to http://fsu-teach.fsu.edu/index.php

Functions and Modeling (3). This course is taken by students pursuing mathematics certification. This course deepens and broadens function-related mathematical content knowledge from Algebra through Calculus and makes connections between college mathematics and secondary school mathematics. Included in the course are parametric and polar objectives, linear and matrix algebra, regression aspects of statistics, and growth and decay exponential models.

Classroom Interactions (3). This course demonstrates how learning theories manifest themselves in instructional settings and explores multiple models of teaching, as well as the advantages, disadvantages, and uses of each. Issues of assessment, equity, and diversity are integral to the course.

Research Methods (3). This course presents the tools scientists use to solve scientific problems enabling them to develop new knowledge and insights. Topics include experimental design, reduction of systematic and random error, use of statistics to interpret experimental results and deal with sampling errors, mathematical modeling of scientific phenomena, and oral presentation of scientific work. This course is primarily laboratory-based.

Perspectives on Science and Mathematics (3). This course explores the different ways in which investigators since the seventeenth century have explained the workings of the natural world. Its four interlocking goals are to give students an overview of the history of science and mathematics, to enable students to put these historical perspectives and context to work in pedagogy, to sharpen independence of thought, and to improve research, analysis, and writing skills.

Project Based Instruction (3). In this course students learn more about how people learn and how project-based instruction may help bridge the gap between theory and practice. Technological and pedagogical content knowledge is core to the student's development and implementation of a project-based unit.

Content Area Reading for Secondary Science and Mathematics Teachers (3). This course focuses on the use of reading strategies in the content areas of science and mathematics. Emphasis is placed on implementing successful comprehension instruction to increase student interest and success in reading, providing them the intrinsic motivation for continual learning.

Teaching for Equity in Diverse Science and Mathematics Classrooms (3). In this course students learn to apply ESOL methods and strategies to help all students achieve in mathematics and science, facilitate the transition of linguistically and culturally diverse students to the academic culture of the United States, and learn to identify the methods of culturally responsive mathematics and science teaching, including recognition of the needs of special education students and English-language learners.

Apprentice Teaching (6). Student teaching involves a 15-week field experience during which students teach classes in their areas of specialization. Opportunities are provided to learn about schools and the manner in which science or mathematics curricula are administered within schools.

Admission Requirements

Students accepted into the social science teacher education program must have completed: (1) the liberal studies requirements summarized in the "Undergraduate Degree Requirements" chapter of this General Bulletin; (2) the State of Florida common program prerequisites for social sciences described earlier in this section; and, (3) the requirements for admission into a teacher education program described in the "College of Education" chapter of this General Bulletin, which includes the following minimum standards: 2.5 overall GPA and passing all sections of the FTCE General Knowledge test. This test is required for certification and is part of the Florida Teacher Certification Examination.

Curriculum for Teachers of Middle and Secondary Social Science Leading to a Baccalaureate Degree and Florida Teacher Certification

Students preparing to teach middle and secondary school social science must complete forty-eight semester hours as follows: six semester hours of economics, six semester hours of geography, three semester hours of psychology or sociology, six semester hours of American government, six semester hours of American history, six semester hours of world history, three semester hours of public speaking at the 2000 level, one three semester hour 3000/4000 course (must be a non-American, non-European history or social science course), and nine semester hours in a field of concentration focused on a topic/theme related to social science instruction (e.g., American culture, area studies, world affairs, ethnic studies). The forty-eight semester hours may include courses in history and social science taken for liberal studies and those taken to meet the State of Florida common program prerequisites for admission to the upper division major.

Professional education requirements and prerequisites for student teaching are: EDF 4430, 4210, TSL 4324, SSE 4362, 4364, 4664, and 4940. Students may not use for their field of concentration any course in which they receive a grade below "C". Prior to admission to student teaching, students must achieve an overall GPA of 2.5 or higher and earn a grade of "C" or better in each of the social science methods courses.

Note: Additional courses mandated by the Florida Department of Education concerning assessment and human development and learning will be required. Consult your academic adviser for details.

Students who have completed a Bachelor's degree in an appropriate field may also seek certification only in conjunction with course work applied toward a graduate degree. In meeting requirements for certification, these students should enroll in graduate-level professional courses.

In addition to the minimum standards for entrance and exit of a Teacher Preparation Program specified under the "College of Education" header in this General Bulletin, the social science education program requires that students meet the following criteria for admission and conferral of the Baccalaureate degree: (1) only degree-seeking students will be admitted to the social science certification program, which is an integral part of the degree requirements; (2) successful completion of the program requires that students pass the Content (Social Studies 6–12), Professional, and General Knowledge sections of the Florida Teacher Certification Examination; and (3) in the interest of effective supervision, student teachers will, of necessity, be placed in clusters within designated school systems in Florida. There can be no assurance given that students will be placed in counties based on personal preference or convenience. A signed student teaching location preference form is required.

EDF—Education: Foundations and Policy Studies

EDG—Education: General

SSE—Social Science Education

SSE 3321. Teaching History in the Middle and Secondary School (3). Prerequisites: AMH 2010 or AMH 2020, EUH 2000, and WOH 1023 or WOH 1030. This course examines methodological approaches to the teaching of United States and world history. Students explore the chronological and thematic organization of history courses, primary sources, and narrative in the teaching of history. A focus is on the development of historical cognition.

SSE 4194. Developing a Global Perspective (3). The course examines theory and practice in global education and the integration of global perspectives into curriculum and pedagogy in social-sciences and social-studies education. The course evaluates major issues and controversies embedded in the field, and enables students to critique scholarship, analyze controversies, and propose ideas for integrating global perspectives in curriculum and instruction.

SSE 4362. Fundamentals in Teaching Social Studies (3). Corequisites: SSE 4364 and SSE 4664. Rationale for social studies instruction and an examination of traditional social science instructional methods.

SSE 4364. Skill Development in Social Studies (3). Corequisites: SSE 4362 and SSE 4664. Emphasizes strategies in dealing with reading and writing problems.

SSE 4664. Inquiry in Teaching Social Studies (3). Corequisites: SSE 4362 and SSE 4364. Provides theory and practice in discovery, problem solving, and inquiry teaching of social science.

SSE 4904. Directed Independent Study (1-3). (S/U grade only.) This course allows students to study individually, under the direction of a faculty member. Topics vary and are usually selected on an individual basis. Hours may vary.

SSE 4931r. Special Topics (1-3). This course offers topics of current or special interest to students and instructors. Topics may vary from semester to semester. May be repeated to a maximum of three (3) semester hours.

SSE 4940r. Field Study in Social Education (1–3). (S/U grade only.) A participant observation field study course in an education setting to be arranged with the instructor. May be repeated to a maximum of three (3) semester hours.

SSE 4944. Student Teaching in Social Science Education (15). (S/U grade only.) Prerequisites: SSE 4362, SSE 4364, and SSE 4664. A 15-week, off-campus student-teaching experience in Florida schools, supervised by University faculty in social science education.

EDF 5885. Education in the Arab World (3).

EDF 5887. Multicultural Education (3).

EDF 5892r. The Design of National Curricula in Developing Countries (3).

EDF 5920r. Colloquium: Bilingual/Bicultural Education (1).

EDF 5921r. Special Language and Culture Colloquium (2).

EDG 5206. Teachers and Curriculum Development (3).

EDG 6221. Curricular Theory (3).

SSE 5144. Models of Teaching Social Studies (3).

SSE 5195. Developing a Global Perspective (3).

SSE 5347r. Seminar: Contemporary Public Affairs and Trends for Teachers (3).

SSE 5365r. Problems of Teaching Social Studies in Secondary School and Junior College (1–3).

SSE 5366. Skill Development in Social Studies (3).

SSE 5367. Fundamentals in Teaching Social Studies (3).

SSE 5386. Goals and Methods for the Teaching of History (3).

SSE 5665. Inquiry in Teaching Social Studies (3).

SSE 5675. Seminar in Civic Education (3).

SSE 5676. The Effects of Globalization on Economy, Culture, and Geopolitics (3).

SSE 5907r. Directed Individual Study (1–3). (S/U grade only.)

SSE 5915r. Supervised Research (1–4). (S/U grade only.)

SSE 5937r. Special Topics in Social Science Education (3).

SSE 5943. Field Laboratory Internship (1–8). (S/U grade only.)

SSE 5946r. Supervised Teaching (1–4). (S/U grade only.)

SSE 5947. Internship for Graduate Students (1–10). (S/U grade only.)

SSE 6931. Doctoral Seminar in Social Science Education Research (3).

SSE 6933. Seminar: History of Social Studies/Social Science Education (3).

For listings relating to graduate course work for thesis, dissertation, and Master's and doctoral examinations and defense, consult the Graduate Bulletin.