School of Teacher Education Undergraduate Programs

College of Education, Health, and Human Sciences

Director: Amy Thompson; Associate Director: Christine Andrews-Larson; Professors: Hanline, Jones, Li, Patton Terry, Southerland; Associate Professors: Andrews-Larson, Cabell, Dennis, Fleury, Guerette, Hiver, Jaber, Myers, Papi, Root, Schoen, Steacy, Whitacre; Assistant Professors: Cooper Borkenhagen, Ibourk, Plummer Catena, Tuttle; Teaching Faculty III: Bell, A. Davis, Rios (Panama City); Teaching Faculty II: Bischof, Leushuis, Tenore; Teaching Faculty I: Baisden, Crowe (Panama City), Grace, Hamilton, Lloyd, McConomy; Instructional Specialist II: Skepple; Professors Emeriti: K. Clark, R. Clark, N. Davis, Dawson, Denmark, Foorman, Gallard, Green, Jakubowski, G. Jones, Kirby, Lewis, Lynch-Brown, Mills, Oseroff, Piazza, Platt, Rice, Schluck, Scott, Tait, Wheatley, Wolfgang

The School of Teacher Education is committed to high quality personnel preparation programs; service to the state of Florida; and research in elementary education, early childhood education, reading/language arts, special education, visual disabilities, and related areas. The School strives to provide programs of excellence serving undergraduates, graduates, and advanced graduates by teaching, advising, and providing professional role models. Our goal is to prepare educational leaders who will contribute to the betterment of a pluralistic, global society in the context of the state of Florida's needs for an educated, global-minded citizenry.

The mission is accomplished by:

implementing personnel preparation programs that are comprehensive and that prepare practitioners to implement state-of-the-art, research-based practices
conducting high-quality research in authentic settings; and translating research to practice through service to the profession at the local, state, and national levels.

For a complete listing of all requirements concerning matriculation into and graduation from an Educator Preparation program, please refer to the “College of Education, Health, and Human Sciences” chapter in this General Bulletin. Limited enrollment programs are indicated with an asterisk.

The following majors are offered by the School of Teacher Education:

Education in the Elementary School (BS)
Elementary Education (Combined BS/MS pathway)
English Education (Combined BS/MS pathway)
Special Education Teaching (Combined BS/MS pathway)
FSU-Teach – Program in Secondary Science or Mathematics Teaching
Social Science Education (Combined BS/MS pathway)
*Visual Disabilities (Combined BS/MS pathway)

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 Educator Preparation Programs and State Board of Education Rule 6A-5.066, Approval of Educator Preparation Programs.

Inventory of State-Approved Initial Certification Programs

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

Elementary Education with ESOL and Reading Endorsements (Grades K-6)
English Education with ESOL and Reading Endorsement (Grades 6-12)
FSU-Teach Secondary Science or Mathematics Teaching (Grades 6-12)
Social Science Education (Grades 6-12)
Special Education Teaching with ESOL, Reading, and Autism Spectrum Disorders Endorsements (Grades K-12)
Visually Impaired Education (Visual Disabilities Education, Grades K-12)

Digital Literacy Requirement

Students must complete at least one course designated as meeting the Digital Literacy Requirement with a grade of “C–” or higher. Courses fulfilling the Digital Literacy Requirement must accomplish at least three of the following outcomes:

Evaluate and interpret the accuracy, credibility, and relevance of digital information
Evaluate and interpret digital data and their implications
Discuss the ways in which society and/or culture interact with digital technology
Discuss digital technology trends and their professional implications
Demonstrate the ability to use digital technology effectively
Demonstrate the knowledge to use digital technology safely and ethically

Each academic major has determined the courses that fulfill the Digital Literacy requirement for that major. Students should contact their major department(s) to determine which courses will fulfill their Digital Literacy requirement.

Undergraduate majors in elementary educator preparation, elementary/early childhood education, visual disabilities, and exceptional student education satisfy this requirement by earning a grade of “C–” or higher in EME 2040.

Specialized Admission Programs

Please note that specialized admission programs require submission of the specific program application. As specialized admission programs, these majors reserve the right to impose standards for admission above and beyond the minimum requirements for admission to educator preparation programs. Fulfillment of the minimum standards does not guarantee admission to specialized admission programs, so students are encouraged to plan for alternative courses of study should they not be offered admission to a particular major.

Early Childhood Education

Website: https://cehhs.fsu.edu/early-childhood-education

Early Childhood Education is a graduate program offering degrees at the major leading to master's, specialist, and doctoral level degrees in Curriculum and Instruction. For more information, refer to the Graduate Bulletin.

State of Florida Common Program Prerequisites for Early Childhood Education

The Florida Virtual Campus (FLVC) houses the statewide, internet-based catalog of distance learning courses, degree programs, and resources offered by Florida's public colleges and universities, and they have developed operational procedures and technical guidelines for the catalog that all institutions must follow. The statute governing this policy can be reviewed by visiting https://www.flsenate.gov/Laws/Statutes/2021/1006.73.

FLVC has identified common program prerequisites for the degree program in Teacher Education. To obtain the most up-to-date, state-approved prerequisites for this degree, visit: https://cpm.flvc.org/programs/219/244.

Specific prerequisites are required for admission into the upper-division program and must be completed by the student at either a community college or a state university prior to being admitted to this program. Students may be admitted into the University without completing the prerequisites but may not be admitted into the program.

Definition of Prefixes

EEC—Education: Early Childhood

Undergraduate Courses

EEC 4907r. Observation and Participation in Early Childhood Education (2). (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 to a maximum of eight credit hours.

For listings relating to graduate coursework, consult the Graduate Bulletin.

Education in the Elementary School

(Bachelor's Degree – Panama City Campus)

Website: https://pc.fsu.edu/education

Students must maintain a cumulative 2.5 grade point average (GPA) while enrolled in the program and demonstrate a commitment to the field of education and professional growth as measured by dispositional ratings each semester. Contact the department faculty for more information.

Admission Requirements

New students are admitted in the Fall and Spring semester; students should work closely with an advisor to plan completion of basic requirements around the appropriate timetable. Students planning to enter elementary education must meet the requirements for admission into an Educator Preparation program described in the “College of Education” chapter of this General Bulletin.

Acceptance of Transfer Courses

Due to the infusion of competencies in courses across the program leading to endorsements in reading and ESOL, the acceptance of transfer courses toward the undergraduate degree in Elementary Education is limited. Applicants who wish to explore transfer of these courses must provide appropriate course syllabi from other institutions to FSU Elementary Education Faculty for review prior to admission into the program. Please do not assume that upper-level coursework will transfer for credit towards the Elementary Education BS Degree at Florida State University. Contact the program faculty with questions and/or concerns.

Required Major Courses

Teacher candidates must take all program courses as outlined in the FSU Academic Guide, which may be found at https://academic-guide.fsu.edu/. These courses are restricted to formally 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.

Requirements

Background Check: The state of Florida requires that all school districts initiate a level II (FDLE and FBI) criminal background check of all adults who work in schools. Because all courses in elementary education have a required school field component, it is not possible to pass any of the courses if the student is blocked from entering the Bay County Schools or any other school district in the state. 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 Principles of Professional Conduct for the Education Profession in Florida in State Board of Education Rule 6A-10.081. 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.

Definition of Prefixes

EDE—Education: Elementary

EDG—Education: General

EEX—Education: Exceptional Child-Care Competencies

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

Undergraduate Courses

EDE 4943r. Student Teaching in Elementary Education (9–12). (S/U grade only.) Prerequisites: EDE 4316 and MAE 4310. This course provides teacher candidates with a controlled transition to the role of professional educator; provides a laboratory setting in which critical teaching behaviors may be systematically developed and demonstrated; provides the elementary education faculty and the profession with an opportunity to assess the development and the needs of the teacher candidate; and provides a situation in which the remaining needs can be met. May be repeated to a maximum of 12 credit hours.

EDG 4410. Classroom Management and Legal Issues (3). Prerequisites: MAE 4326, RED 4310, and TSL 4080. Corequisite: EDE 4907. This course is designed to provide specific knowledge and opportunities to apply skills in preparation for entering the education profession. Topics include classroom management, classroom routines, organizing for instruction, planning for instruction, effective communication, knowledge of legal and ethical responsibilities of teachers, and safe learning environments.

EEX 4070. Including Students with Disabilities in the General Education Curriculum (9–12). This course provides participants with the knowledge and skills to include students with disabilities in the general education curriculum by adapting instruction and assessment procedure and processes.

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 support effective instructional planning and implementation for literacy development in a print/language rich environment.

MAE 4114. Learning Progressions in Elementary Mathematics (3). Prerequisites: MAE 4326. This course equips future teacher of K-6 mathematics with the Mathematical Knowledge that is necessary to effectively teach challenging topics in the K-6 curriculum. The course focuses on matters of Specialized Content Knowledge and Knowledge of Content and Students.

MAE 4326. How Children Learn Mathematics (3). Prerequisites: Block I. Corequisite: Block II. This course focuses on children's development of mathematical content and on the development of mathematics curriculum from children's viewpoints. Technology as a tool for learning mathematics is included in the course.

RED 4241. Differentiating Instruction in Reading (3). This course prepares pre-service teachers to differentiate reading instruction for learners with a range of reading profiles including typically developing learners, English language learners (ELLs), and learners with and at risk for reading disabilities (e.g., dyslexia).

RED 4310. Early Literacy Learning (3). Prerequisites: EDF 1005. This course prepares pre-service teachers to teach beginning reading, targeting the needs of a wide range of learners, including those of carrying 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. Reading for Understanding (3). Prerequisites: RED 4310. This course develops in-depth knowledge of the underlying processes involved in reading for understanding and addresses several indicators required for the Florida Reading Endorsement (Completion 1 and 2). This course focuses broadly on developing comprehension, oral language, and fluency skills and builds capacity to implement effective research-based reading instruction of learners, including those of carrying abilities, and English Language Learners.

RED 4541. Literacy Assessment (3). This course provides a foundation in assessment with an emphasis on literacy/reading and is required for the Florida Reading Endorsement (Competences 1–3). Throughout the course, students are taught to select and administer appropriate formal and informal assessments to inform reading instruction that meets the needs of all learners. Grounded in the principles of research-based reading instruction and the Reading Endorsement Guiding Principle that teaching reading for understanding is an ongoing systematic, problem solving process, students will implement and analyze assessments, and select appropriate instruction/intervention based on the collected data.

RED 4941. Reading and ESOL Reading Practicum (3). Prerequisites: RED 4241, RED 4310, RED 4510, RED 4541, or special permission. This course is a culminating practicum and addresses several indicators required for the Florida Reading Endorsement (Competencies 4 & 5). In this culminating practicum, students apply their broad knowledge of reading to address the needs of learners with differing reading profiles to develop a comprehensive, scientifically based reading plan for a classroom. The plan includes a method to engage in systematic assessment and problem solving to effectively differentiate instruction. Students apply scientifically-based instructional practices to support all learners. This course emphasizes the principles of research-based reading instruction and the Reading Endorsement Guiding Principle that teaching reading for understanding is an ongoing systematic, problem solving process. Students implement and analyze assessments, select and implement appropriate instruction/intervention based on the collected data, and monitor student progress.

SCE 4891. Introduction to the Nature of Science and Scientific Inquiry for Elementary Teachers (3). Corequisite: EDE 4907. This course is designed for elementary education majors. The course is an introduction to the science process skills, inquiry skills, and a 21st century view of the nature of science within the context of science content.

SCE 4892. Problem-Based Science Learning for Elementary Teachers (3). Prerequisite: SCE 4891. This course provides an advanced application of science process and inquiry skills and a 21st-century view of the nature of science within the context of biological and Earth/space science content for the elementary school. Students extend and expand their understanding of science content and the inter-relatedness of various science disciplines, process and inquiry skills, and nature of science through engaging in problem-based learning activities.

SSE 4113. Elementary School Social Studies (3). Prerequisite: Block I and II. Corequisite: Block III. This course discusses content, applications, and materials in the social sciences from grades K–6.

SSE 4362. Fundamentals in Teaching Social Studies (3). This course explores rationale for social studies instruction and an examination of traditional social science instructional methods.

TSL 4080.. Methodologies for Teaching PK-12 English Learners (3). This course provides an overview of the law related to the teaching of English learners and second language acquisition theory.

TSL 4251. Methods in Teaching English Language Learners in PK-12 Classrooms (3). This course is designed for pre-service teachers and focuses on how to teach multilingual PreK-12 learners in mainstream classrooms. Pre-service teachers will be introduced to lesson planning and instructional techniques for English Language Learners.

TSL 4520. Cross-cultural Communication for Foreign/Second Language Teachers (3). This course provides teacher candidates with information related to cross cultural communication to prepare them to work with linguistically and culturally diverse learners in K-12 settings. Students explore the relationships between language and culture and focus on methods for fostering understanding between different cultural and subcultural groups.

Elementary Education

(Combined BS/MS Pathway)

Website: https://cehhs.fsu.edu/elementary-ed

This major is a combined BS/MS pathway that culminates in the Bachelor of Science (BS) and the Master of Science (MS) degrees. Students must maintain a cumulative 2.5 grade point average (GPA) while enrolled in the undergraduate portion of the combined BS/MS pathway and a cumulative 3.0 GPA once admitted to the graduate portion of the combined BS/MS pathway. Contact department faculty for more information.

This program is designed to prepare individuals for careers as Elementary Education teachers in grades Kindergarten - 6. The program leads to eligibility for a Florida professional certificate in Elementary Education (grades K-6) with endorsements in ESOL and Reading. The program is a Florida state-approved educator preparation program. The graduate portion of the program must be completed to meet the requirements for completion of a state-approved program and to be considered eligible for a Florida professional certificate.

Admission Requirements

New students are admitted in the Fall and Spring semesters; students should work closely with an advisor to plan completion of basic requirements around the appropriate timetable. Students planning to enter elementary education must meet the requirements for admission into an Educator Preparation program described in the “College of Education, Health, and Human Sciences” chapter of this General Bulletin.

Acceptance of Transfer Courses–Elementary Education Undergraduate Program Leading to Certification

Due to the infusion of competencies in courses across the program leading to endorsements in reading and ESOL, the acceptance of transfer courses toward the undergraduate degree in Elementary Education BS Degree is limited. The only two program courses (or their equivalents) that are eligible for transfer, after review and approval of syllabi by program faculty, are EEX 4070, Including Students with Disabilities in the General Education Curriculum; and EDF 4210, Education Psychology: Developing Learners. Applicants who wish to explore transfer of these courses must provide appropriate course syllabi from other institutions to FSU Elementary Education Faculty for review prior to admission into the program.

Please do not assume that upper-level coursework will transfer for credit towards the Elementary Education BS Degree at Florida State University. Contact the program faculty with questions and/or concerns.

Required Major Courses

Each student preparing to complete the elementary education program must take all program courses as outlined in the FSU Academic Guide, which may be found at https://www.academic-guide.fsu.edu/. These courses are restricted to formally 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 (undergraduate coursework) and earn a grade of “B” or better and maintain a cumulative GPA of 3.0 (graduate coursework) to be allowed to continue to the next semester. Directed Field Experiences courses must be completed with a grade of satisfactory.

Honors in the Major

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.

Requirements

Background Check: The state of Florida requires that all school districts initiate a level II (FDLE and FBI) criminal background check of all adults who work in schools. Because all courses in elementary education have a required school field component, it is not possible to pass any of the courses if the student is blocked from entering the Leon County Schools or any other school district in the state. 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 Principles of Professional Conduct for the Education Profession in Florida in State Board of Education Rule, 6A-10.081. 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.

State of Florida Common Program Prerequisites for Elementary Teacher Education

Definition of Prefixes

EDE—Education: Elementary

EDG—Education: General

EME—Education: Technology and Media

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

Undergraduate Courses

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

EDE 4907r. Directed Field Experiences (1–3). (S/U grade only.) Corequisites: Blocks I, II, or III. This course requires participation in a public school classroom with University supervision. May be repeated to a maximum of twelve semester hours to be taken in the following manner: at least one hour in Block I, one hour in Block II, and two hours in Block III.

EDE 4943. Student Teaching in Elementary Education (9-12). (S/U grade only.) Prerequisites: EDE 4316 and MAE 4310. This course provides teacher candidates with a controlled transition to the role of professional educator; provides a laboratory setting in which critical teaching behaviors may be systematically developed and demonstrated; provides the elementary education faculty and the profession with an opportunity to assess the development and the needs of the teacher candidate; and provides a situation in which the remaining needs can be met. May be repeated to a maximum of 12 credit hours.

EDE 4970r. Honors in the Major Research (1–6). In this course, students accepted into the Honors in the Major program complete an original research or creative project in their major area of study. This course must be repeated at least twice to complete a minimum of six credit hours total, but may be repeated to a maximum of 12 credit hours.

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 4114. Learning Progressions in Elementary Mathematics (3). Prerequisites: MAE 4326. This course equips future teachers of K-6 mathematics with the Mathematical Knowledge that is necessary to effectively teach challenging topics in the K-6 curriculum. The course focuses on matters of Specialized Content Knowledge and Knowledge of Content and Students.

MAE 4310. The Teaching of Elementary School Mathematics (3). Prerequisites: MAE 4144 and MAE 4326. This course develops specific instructional techniques to maximize success in the child's learning of mathematics.

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

RED 4310. Early Literacy Learning (3). Prerequisite: EDF 1005. 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. Reading for Understanding (3). Prerequisites: RED 4310. This course develops in depth knowledge of the underlying processes involved in reading for understanding and addresses several indicators required for the Florida Reading Endorsement (Competencies 1 & 2). This course focuses broadly on developing comprehension, oral language, and fluency skills and builds capacity to implement effective research-based reading instruction of learners, including those of varying abilities and English Language Learners.

RED 4541. Literacy Assessment (3). This course provides a foundation in assessment with an emphasis on literacy/reading and is required for the Florida Reading Endorsement (Competencies 1-3). Throughout the course, students are taught to select and administer appropriate formal and informal assessments to inform reading instruction that meets the needs of all learners. Grounded in the principles of research-based reading instruction and the Reading Endorsement Guiding Principle that teaching reading for understanding is an ongoing systematic, problem solving process, students will implement and analyze assessments, and select appropriate instruction/interventions based on the collected data.

RED 4941. Reading and ESOL Reading Practicum (3). Prerequisites: LAE 4314, RED 4310, RED 4510 and TSL 4080. This course is a culminating practicum and addresses several indicators required for the Florida Reading Endorsement (Competencies 4 and 5). In this culminating practicum, students apply their broad knowledge of reading to address the needs of learners with differing reading profiles to develop a comprehensive, scientifically based reading plan for a classroom. The plan includes a method to engage in systematic assessment and problem solving to effectively differentiate instruction. Students apply scientifically-based instructional practices to support all learners. This course emphasizes the principles of research-based reading instruction and the Reading Endorsement Guiding Principle that teaching reading for understanding is an ongoing systematic, problem solving process. Students implement and analyze assessments, select and implement appropriate instruction/intervention based on the collected data, and monitor student progress.

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

SSE 4042. Teaching Social Studies as a Profession (3). This course is intended to help students assess teaching social studies from an external perspective. Students have the opportunity to explore what becoming a social studies teacher means; to assess the organizational structure of teaching as a career and profession; to examine social attitudes about education and the work of teachers; and to consider what it means to think about teaching as social justice work.

SSE 4113. Elementary School Social Studies (3). Prerequisite: Block I. Corequisite: Block II. This course discusses content, applications, and materials in the social sciences from grades K–6.

TSL 4081. Teaching English as a Second Language (3). In this course, students develop practical competence for teaching English as a foreign or second language. The course focuses on topics and practices which improve students' practical knowledge of evidence-based methods, techniques, and procedures for teaching language skills and domains in a variety of foreign and second language settings.

TSL 4251. Applied Linguistics for Second Language Learning (3). This course is designed for pre-service teachers in the Elementary, Early Childhood, and English Education programs who teach limited English proficient and other linguistic minority students pre-K–12.

For listings relating to graduate coursework, consult the Graduate Bulletin.

English Education

(Combined BS/MS Pathway)

Website: https://cehhs.fsu.edu/english-ed

Secondary English Education Undergraduate Program

The three-year Combined Bachelor's/Master's Pathway in English Education results in a Bachelor of Science in English Education and a Master of Science in Curriculum and Instruction. This program requires coursework in English, English education, teaching English as a second language, reading, and professional education. Students in English education must complete a minimum of fifteen semester hours of English coursework. All upper-division English coursework must be taken at the 3000/4000 level. 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 advisor in English education for specific courses satisfying these requirements.

For a complete list of English education Combined Bachelor's/Master's Pathway coursework, please go to: https://www.academic-guide.fsu.edu/.

This program is designed to prepare individuals for careers as English/Language Arts teachers in grades 6-12. The program leads to eligibility for a Florida professional certificate in English (grades 6-12) with endorsements in ESOL and Reading. The program is a Florida state-approved educator preparation program. The graduate portion of the program must be completed in order to meet the requirements for completion of a state-approved program and to be considered eligible for a Florida professional certificate.

Progression to Upper-Division Programs

Students may make application to upper division upon completion of all minimum requirements. Applicants should submit a completed program application to the Office of Academic Services and Intern Support, 2301 Stone Building. Students affected by this policy are advised to work closely with an advisor to plan completion of CoreFSU Curriculum requirements and program prerequisites.

All applicants must have fulfilled the common program prerequisites, specific program prerequisites, and have satisfied all other criteria for admission to Educator Preparation programs prior to their first semester in the program. See the section entitled Planning Guide to Educator Preparation Programs under the “College of Education, Health, and Human Sciences” chapter in this General Bulletin.

State of Florida Common Program Prerequisites for English Teacher Education

FLVC has identified common program prerequisites for the degree program in English Teacher Education. To obtain the most up-to-date, state-approved prerequisites for this degree, visit: https://cpm.flvc.org/programs/216/243.

Definition of Prefixes

LAE—Language Arts and English Education

RED—Reading Education

TSL—Teaching English as a Second Language

Undergraduate Courses

Note: English education majors also must complete coursework 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: Admission to the English Education program. This course explores 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: Admission to the English Education program. This course focuses on the attitudes, materials, and procedures for teaching written composition, language, and grammar; planning instruction and evaluating student writing.

LAE 4323. Adolescent Literacy and Young Adult Literature (3). Prerequisites: LAE 3331, LAE 3333, TSL 4080, completion of all English Education admission requirements, including prerequisites, GPA, and FTCE General Knowledge exam. Corequisites: RED 4335, TSL 4081. This course seeks to explore ways in which young adult literature meets many of the needs of secondary school students. Students immerse themselves in the literature of young adults in order to enjoy it as a reader, recommend it to students and colleagues, and implement it within the middle school and high school curriculum.

LAE 4332. Applied English Linguistics for Teachers (3). This course is 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 is related to contemporary theories of learning.

LAE 4335. Assessment in English/Language Arts (3). This course examines the role of assessment in secondary English/Language Arts classrooms. Students gain an understanding of how to design and implement different types of classroom-based assessments focusing on oral language, reading, and writing. The course discusses data collection, analysis, and reporting.

LAE 4360. Classroom Management and Planning Instruction in Middle/High School English (3). Prerequisites: LAE 3331 and LAE 4323. This course is to be taken during the final semester of coursework, 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 4863. Enhancing Teaching Through Technology (3). Prerequisite: EME 2040 or equivalent. This course surveys the issues and uses of technology to improve the teaching and achievement of students in the classroom. Course includes the most current instructional technology methods available to teachers.

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

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

LAE 4937r. Honors in the Major Research (1–6). In this course, students accepted into the Honors in the Major program complete an original research or creative project in their major area of study. This course must be repeated at least twice to complete a minimum of six credit hours total, but may be repeated up to a maximum of twelve credit hours in total..

LAE 4941. Methods and Observation/Participation in Middle/Secondary English (3). Prerequisites: LAE 3331 and LAE 4323; Corequisite: LAE 4360. This field study course offers a series of observation and participation activities designed to provide the English education undergraduate with pre-student teaching classroom experiences. This course is to be taken during the final semester of coursework, with LAE 4360.

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

RED 4941. Reading and ESOL Reading Practicum (3). Prerequisites: LAE 4314, RED 4310, RED 4510, and TSL 4080. This course is a culminating practicum and addresses several indicators required for the Florida Reading Endorsement (Competencies 4 and 5). In this culminating practicum, students apply their knowledge of reading to address the needs of learners with differing reading profiles to develop a comprehensive, scientifically based reading plan for a classroom. The plan includes a method to engage in systematic assessment and problem solving to effectively differentiate instruction. Students apply scientifically-based instructional practices to support all learners. This course emphasizes the principles of research-based reading instruction and the Reading Endorsement Guiding Principle that teaching reading for understand is an ongoing systematic, problem solving process. Students implement and analyze assessments, select and implement appropriate instruction/intervention based on the collected data, and monitor student progress.

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

TSL 4251. Applied Linguistics for Second Language Learning (3). This course is designed for pre-service teachers in the Elementary, Early Childhood, and English Education programs who teach limited English proficient and other linguistic minority students pre-K–12.

TSL 4520. Second Language Acquisition and Cross-Cultural Communication for Teachers (3). This course provides teacher candidates with information related to second language acquisition and cross-cultural communication to prepare them to work with linguistically and culturally diverse learners in K-12 settings. Students explore the relationships between language and culture and focus on methods for fostering understanding between different cultural and subcultural groups.

For listings relating to graduate coursework, consult the Graduate Bulletin.

Reading and ESOL Competencies Courses

Definition of Prefixes

EAP—English as a Second Language for Academic Purposes

FLE—Foreign Language Education

LIN—Linguistics

TSL—Teaching English as a Second Language

Undergraduate Courses

EAP 1850. Academic English Skills for International Students (2). (S/U grade only.) This course assists international students improve their academic English and communication skills for success at FSU. Students enhance their overall English skills and become familiar with academic and cultural expectations as well as resources available to them at FSU.

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

FLE 3033. Introduction to Teaching Foreign/Second Languages (3). This course is designed to meet the needs of those teaching second languages abroad and pre-service teachers in K-12 foreign/second language education by developing an understanding of current theories of second language learning through exploration of relevant research. Opportunities are provided for students to use the theoretical base in the design of classroom lessons.

TSL 4080. Methodologies for Teaching PK-12 English Learners (3). Prerequisite: TSL 4251. This course is designed for pre-service teachers who will teach limited English language learners (ELs) and other linguistic minority students pre-K-12 in mainstream classrooms.

TSL 4081. Teaching English Learners (3). 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. The goal for this course is to develop student's practical competence for teaching English as a foreign or second language (L2), and procedures for teaching language skills and domains in a variety of foreign and second language settings.

TSL 4144. Foreign/Second Language Curriculum and Materials (3). This course allows students to review L2 learning stages and contemporary curricular designs that pertain to teaching second/foreign languages. Students learn to analyze and evaluate existing curricula, materials and technology, and participate in the process of developing original units and materials.

TSL 4324. ESOL Instruction in the Content Areas (3). This course focuses on the theory and application of second-language learning and teaching strategies for limited English-proficient students in subject matter classes. The course also satisfies META requirements for all teachers of LEP students except primary language arts instructors. This course is appropriate for renewal of all certification coverage.

TSL 4341. Grammar Instruction for Foreign and Second Language Teachers (3). This course builds the foundation of knowledge of grammatical concepts for foreign and second language pedagogy. Grammar teaching is often at the heart of foreign and second language education.

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 4520. Crosscultural Communication for Foreign/Second Language Teachers (3). This course provides teacher candidates with information related to crosscultural communication to prepare them to work with linguistically and culturally diverse learners in K-12 settings. Students explore the relationships between language and culture and focus on methods for fostering understanding between different cultural and subcultural groups.

TSL 4662. Foundations of Second Language Acquisition (3). In this course, students explore key theories, debates, and controversies within the field of Second Language Acquisition through reading and critically evaluating relevant research. The course is organized around issues such as the age of acquisition, learning contexts, cross-linguistic influences, cognitive aspects of language learning, and learner factors, e.g., motivation and aptitude.

TSL 4941. Practicum in Multilingual/Multicultural Education (4). Prerequisites: FLE 3033 and acceptable oral-proficiency interview score. This course explores 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 4945r. Associate Teaching in English as a Second Language (2–10). (S/U grade only.) May be repeated to a maximum of ten semester hours.

For listings relating to graduate coursework, consult the Graduate Bulletin.

FSU-Teach Program in Secondary Science or Mathematics Teaching

Website: https://fsu-teach.fsu.edu/

Co-Directors: Dr. Sherry Southerland (College of Education), Dr. Ellen Granger (College of Arts and Sciences); Associate Director: Dr. Robin Smith; Core Faculty: Andrews-Larson, Granger, Jaber, Skrob-Martin, Smith, Southerland; Clinical Faculty: Chalfant, Harris, Kelso, Rose, Skrob

Jointly developed by the College of Arts and 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 directed by Dr. Ellen Granger in the College of Arts and Sciences and Dr. Sherry Southerland of the College of Education, Health, and Human Sciences; contact Dr. Granger at granger@bio.fsu.edu or Dr. Southerland at ssoutherland@fsu.edu for further details.

The program is a double-major only curriculum requiring students to complete a primary major in one of the sciences (biology, chemical science, computer science (BA), environmental science, geosciences, or physical science) or in mathematics in addition to a second major in Secondary Science or Mathematics Teaching (SSMT). Each of the STEM discipline areas has special tracks (designated by “/FSU-Teach”), enabling students to complete both of the majors in four years (120 hours), or they may complete the normal discipline area track and the SSMT major with the understanding that they may exceed the excess credit-hour threshold and be subjected to the excess credit surcharge (https://registrar.fsu.edu/records/excess_hours/). Students may begin taking courses in the program as soon as they matriculate at FSU. After completion of the first two prerequisite courses, SMT 1043 and SMT 1053, during the semester of enrollment in the first early core course, students will purchase Via, an assignment-tracking platform. Students with a 2.5 cumulative GPA who have 1) completed the first two prerequisite courses (SMT 1043 and SMT 1053) and the early core coursework (before SMT 4301), 2) earned 18 hours of the FSU CoreFSU Curriculum, 3) have been certified to upper division, must apply for formal admission to Educator Preparation and the required second major (SSMT). Juniors or seniors will apply once adequate progress in courses in the primary major is achieved. Application deadlines are November 1 and July 1. At formal admission to Educator Preparation, students will have completed or achieved: SMT 1043 and SMT 1053, the common-course prerequisites for the respective content-area major, and a 2.5 GPA.

Note that FSU-Teach majors are exempt from the statewide pre-education common core of EDF X005, EDG X701, and EME X040. Application for the student teaching internship is submitted upon achievement of passing scores on the appropriate Florida Teacher Certification Exam (FTCE) comprised of a 4-section General Knowledge Exam, a Subject Area Exam in the appropriate certification coverage and a Professional Education exam. 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 explore teaching by taking the SMT 1043 and SMT 1053 prerequisite courses and have their in-state tuition reimbursed with a course grade of “C–” or better. The following courses are ALSO required for graduation: ISC 3402, ISC 3523C, and MAT 3503 (for mathematics majors).

In summary, graduation from the FSU-Teach program requires successful completion of a semester-long student teaching internship in a Florida public school, completion of both sets of coursework requirements for the double-major curriculum, achievement of passing scores on subsections of the FTCE by July 1 if student teaching in the Fall semester or November 1 if student teaching in the Spring semester, and retention of a cumulative GPA of 2.5 or better in both majors.

This major is designed to prepare individuals for careers as math or science teachers in grades 6-12. The program leads to eligibility for a Florida professional certificate in one of the appropriate certification coverage areas: Biology (grades K-6), Chemistry (grades 6-12), Earth/Space Science (grades 6-12), Mathematics (grades 6-12), Physics (grades 6-12). The program is a Florida state-approved educator preparation program. All requirements must be met in order to complete the state approved program and be eligible for a Florida professional certificate.

Computer Skills Competency

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 Geosciences/FSU-Teach and Environmental Sciences/FSU-Teach satisfy this requirement by earning no less than a “C–” in ISC 3523C. Undergraduate majors in Biology/FSU-Teach satisfy this requirement by earning no less than a “C–” in BSC 2010L or ISC 3523C. Undergraduate majors in Chemical Sciences/FSU-Teach satisfy this requirement by earning no less than a “C–” in CHM 3120L or ISC 3523C. Undergraduate majors in Mathematics/FSU-Teach satisfy this requirement by earning no less than a “C–” in COP 3014 or ISC 3313. Undergraduate majors in Physical Science/FSU-Teach satisfy this requirement by earning no less than a “C–” in COP 3014, ISC 3313, or PHZ 4151C. Undergraduate majors in Computer Science-Math/FSU-Teach satisfy this requirement by earning no less than a “C-” in COP 3014 or COP 3363.

State of Florida Common Program Prerequisites for FSU-Teach Program in Secondary Science or Mathematics Teaching

FLVC has identified common program prerequisites for the degree program in FSU-Teach Program in Secondary Science or Mathematics Teaching. To obtain the most up-to-date, state-approved prerequisites for this degree, visit: https://cpm.flvc.org/programs/1233/3530, https://cpm.flvc.org/programs/1236/3533, https://cpm.flvc.org/programs/1234/3531, and https://cpm.flvc.org/programs/1235/3532.

Definition of Prefixes

ISC—Interdisciplinary Science

MAT—Mathematics

SMT—Science or Mathematics Teaching

Undergraduate Courses

ISC 3523C. Research Methods (3). Prerequisites: SMT 1043 and SMT 1053. In this course, students learn appropriate scientific research methods for several types of research questions. Using the inquiry method of learning, they develop a research question and an experiment to answer it, and then use statistical techniques to analyze their resulting data.

ISC 3402. Historical, Social, and Critical Perspectives of Disciplinary Engagement in STEM (3). This course features philosophical, historical, and critical perspectives on STEM disciplines through pursuing answers to the following questions: How have the big ideas in STEM disciplines developed? What counts as productive engagement in STEM? How is participation in STEM encouraged/discouraged through in schooling and society? What instructional models broaden participation of students, particularly those traditionally marginalized in STEM?

MAT 3503. Functions and Modeling (3). Prerequisite: MAC 2312. This course for students pursuing mathematics teaching includes group and individual activities designed to strengthen knowledge of, and connections among, topics in secondary and college mathematics. Problem-solving; gathering and analyzing data; and modeling using linear, polynomial, and trigonometric functions, and parametric and polar equations are also explored. Students discuss and present work in class, and make use of various technologies.

SMT 1043. Step 1: Inquiry Approaches to Teaching (1). This course allows students to explore teaching as a career with in-state tuition paid. Following an introduction to the theory and practice behind excellent inquiry-based mathematics and science instruction, students teach lessons in pairs 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 with 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, or instructor permission. 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 to offer a general survey of theories of scientific and mathematical knowing and learning, but 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.

SMT 4301. Classroom Interactions (FSU-Teach) (3). Prerequisites: SMT 1043, SMT 1053, and SMT 3100. This course explores the role of content, pedagogy, curriculum, and technology in promoting learning and impacting equity. Topics cover discourse in the classroom, diversity, equity, and classroom learning opportunities as well as assessment methods for understanding student learning. FSU-Teach students teach a multi-day lesson with a peer, in a secondary-school setting.

SMT 4664. Project Based Instruction (FSU-Teach) (3). Prerequisites: SMT 1043, SMT 1053, and SMT 3100. Corequisite: Successful completion or current enrollment in SMT 4301. This course integrates the major themes in the FSU-Teach program: infusion of technology in representation, analysis, modeling, assessment, and contextualization of the content; field-based experiences; as well as equity in an intellectually challenging culminating experience before students start teaching. Students must complete this course prior to enrolling in the Apprentice Teaching and the seminar course (SMT 4945 and SMT 4930) of the FSU-Teach program.

SMT 4665r. Model Lessons Seminar (1). (S/U grade only.) This course includes weekly class sessions featuring invited instructors delivering model science and mathematics lessons followed by post-instructional discussions revolving around the lesson's learning objectives, subject area, instructional strategies, assessments, and learning outcomes. May be repeated to a maximum of two semester hours.

SMT 4930. Apprentice Teaching Seminar (FSU-Teach) (1–4). (S/U grade only.) Prerequisites: SMT 1043, SMT 1053, SMT 3100, and SMT 4301. Corequisite: SMT 4945. In this seminar, objectives and course activities serve to support the Apprentice Teaching coursework and are repeated here. Teacher candidates meet as a seminar group for weekly ninety-minute sessions during the semester. FSU-Teach students enrolled in the five hour SMT 4945 must take this corequisite, variable credit seminar.

SMT 4945. Apprentice Teaching (FSU-Teach) (5). (S/U grade only.) Prerequisites: SMT 1043, SMT 1053, SMT 3100, and SMT 4301. Corequisite: SMT 4930. This course allows students to participate in teaching science and/or mathematics in secondary schools as their capstone field experience for the FSU-Teach (SSMT) major in the sciences and mathematics. The focus of this capstone experience is the synthesis and translation of the content and pedagogical knowledge learned in the program to the secondary classroom. This course contains signature assessments that must be successfully completed in order to earn an Institutional Recommendation for certification.

For listings relating to graduate coursework, consult the Graduate Bulletin.

Mathematics Education

Undergraduate students with an interest in teaching mathematics at the middle or secondary levels should pursue the FSU-Teach program track.

For listings relating to graduate coursework, consult the Graduate Bulletin.

Definition of Prefix

MAT—Mathematics Teaching

Undergraduate Courses

MAT 3503. Functions and Modeling (3). Prerequisite: MAC 2312. This course includes group and individual activities designed to strengthen knowledge of, and connections among, topics in secondary and college mathematics. Problem-solving; gathering and analyzing data; and modeling using linear, polynomial, and trigonometric functions, and parametric and polar equations are also explored. Students discuss and present work in class, and make use of various technologies.

Reading and Language Arts

Website: https://cehhs.fsu.edu/reading-ed

Reading education and language arts is a graduate program offering degrees at the major leading to master's, specialist, and doctoral level degrees in Curriculum and Institution. For more information, refer to the Graduate Bulletin. However, the program does offer undergraduate courses that are part of the Educator Preparation curriculum.

For listings relating to graduate coursework, consult the Graduate Bulletin.

Science Education

Undergraduate students with an interest in teaching science at the middle or secondary levels should pursue the FSU-Teach program track.

Definition of Prefix

SCE—Science Education

Undergraduate Courses

SCE 4363. Advanced Topics in High School Science Teaching and Learning (3). Pre- 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. The course is offered at the school site, is project-based, and there is an extensive fieldwork component.

SCE 4891. Introduction to the Nature of Science and Scientific Inquiry for Elementary Teachers (3). Corequisite: EDE 4907. This course is designed for elementary education majors. The course is an introduction to the science process skills, inquiry skills, and a 21st century view of the nature of science within the context of science content.

SCE 4892. Problem-Based Science Learning for Elementary Teachers (3). Prerequisite: SCE 4891. This course provides an advanced application of science process and inquiry skills and a 21st century view of the nature of science within the context of biological and Earth/space science content for the elementary school. Students extend and expand their understanding of science content and the inter-relatedness of various science disciplines, process and inquiry skills, and nature of science through engaging in problem-based learning activities.

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

SCE 4939r. Seminar in Contemporary Science, Mathematics and Science Education (1). This course includes presentations of contemporary and interesting issues in science, mathematics, or teaching methods. Content varies from semester to semester. May be repeated to a maximum of four semester hours.

For listings relating to graduate coursework, consult the Graduate Bulletin.

Social Science Education

(Combined BS/MS Pathway)

Website: https://cehhs.fsu.edu/social-science

Admission Requirements

Students accepted into the social science Educator Preparation program must have completed: (1) the CoreFSU Curriculum 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 an Educator Preparation program described in the “College of Education, Health, and Human Sciences” chapter of this General Bulletin.

This program is designed to prepare individuals for careers as social science teachers in grades 6-12. The program leads to eligibility for a Florida professional certificate in Social Science (grades 6 - 12). The program is a Florida state-approved educator preparation program. The graduate portion of the program must be completed in order to meet the requirements for completion of a state-approved program and to be considered eligible for a Florida professional certificate.

Curriculum for Teachers of Secondary Social Science

Students preparing to teach secondary school social science must complete between thirty-three and thirty-six semester hours as follows: three semester hours of economics, three semester hours of geography, six semester hours of American government, nine semester hours of American history, six semester hours of world history, three semester hours of public speaking (this can be exempted based on speaking work completed in high school), three semester hours of history at the 3000/4000 level, and a three-semester hour course in a non-European history. The thirty-three semester hours may include courses in history and social science taken for CoreFSU Curriculum and those taken to meet the state of Florida common program prerequisites for admission to the upper division major. All courses must be passed with a minimum of a “C–” grade.

Professional education requirements and prerequisites for student teaching are available online at https://undergrad1.its.fsu.edu/academic_guide/guide-display.php?program=social-science-education. 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 education (SSE) courses.

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. Courses in Social Science Education have a required school component. Thus, it is not possible to pass these courses if the student is blocked from entering Leon County Schools.

While enrolled in Educator Preparation programs, the student is expected to demonstrate behaviors and dispositions that conform to the Principles of Professional Conduct for the Education Profession in Florida in State Board of Education Rule, 6A-10.081. The programs reserve the right to refuse or discontinue enrollment of any student who violates these expectations or in the judgment of a majority of the program faculty does not meet the program standards.

Progression to Upper-Division

Students may make application to upper-division upon completion of all minimum requirements. Applicants should submit a completed program application to the Office of Academic Services and Intern Support, 2301 Stone Building. Students affected by this policy are advised to work closely with an advisor to plan completion of CoreFSU Curriculum requirements and program prerequisites.

Computer Skills Competency

State of Florida Common Program Prerequisites for Social Science Education

FLVC has identified common program prerequisites for the degree program in Social Science Education. To obtain the most up-to-date, state-approved prerequisites for this degree, visit: https://cpm.flvc.org/programs/348/282.

Definition of Prefixes

EDF—Education: Foundations and Policy Studies

RED—Reading Education

SSE—Social Science Education

Undergraduate Courses

EDF 1005. Introduction to Education (3). (S/U grade only.) This course offers students a broad view of education from historical, cultural, psychological, political, social, and philosophical perspectives. Includes lectures, discussions, and field experience.

EDF 1051r. Preparing Educators (0). (S/U grade only.) This course engages students in activities designed to facilitate preparation for state tests required for entrance to teacher certification programs.

EDF 2085. Teaching Diverse Populations (3). This course examines the complexity of the full range of human groupings and cultural perspectives, as well as the complex relationships among them. Students gain self-understanding in becoming culturally conscious participants in the global community through examining the differences between individuals and peoples, comparing cultures within the global community, and investigating diversity within Florida populations in general and school community populations in particular.

RED 4335. Literacy Across the Content Areas (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.

SSE 3321. Teaching History in the Middle and Secondary School (3). 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 4004. Teaching Citizenship (3). Prerequisite: SSE 4042. This course helps students explore the methods and goals of teaching for citizenship in social studies. Students have the opportunity to explore what teaching for citizenship means in different contexts, to incorporate citizenship education into different social studies subject areas (e.g., history, geography, economics, government, etc.), and to consider how existing curriculum and strategies help the aim of teaching for citizenship.

SSE 4194. Developing a Global Perspective (3). Prerequisite: EDG 4321 and SSE 4362. This 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). Pre- or corequisite: EDG 4321. This course explores rationale for social studies instruction and an examination of traditional social science instructional methods.

SSE 4390. Teaching Global Issues Simulating the United Nations (3). This course simulates the United Nations as students examine prevalent historical, political, and socio-economic global issues permeating the United States and other nations. Students critically analyze textual materials, long-range effects of deeply-embedded issues on the human condition worldwide, and use new knowledge and understanding learned to develop lesson plans appropriate to national and state standards. In simulating the U.N. General Assembly, students develop an understanding of cross-cultural communication, negotiations, compromise, and practices, along with learning about the philosophy, history, and purpose of the United Nations.

SSE 4664. Inquiry in Teaching Social Studies (3). Prerequisites: EDG 4321 and SSE 4362. This course provides theory and practice in discovery, problem solving, and inquiry teaching of social science.

SSE 4783. Classroom Assessment for Social Studies Education (3). This course provides an understanding of the subject-specific approaches to classroom assessment in social studies education and prepares pre-service teachers to select, plan, and design a range of assessments for their teaching objectives.

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 within the same term to a maximum of three semester hours.

SSE 4940r. Field Study in Social Education (1–3). (S/U grade only.) Prerequisites: EDG 4321 and SSE 4362. This course is a participant observation field study course in an education setting to be arranged with the instructor. May be repeated to a maximum of three semester hours.

SSE 4944. Student Teaching in Social Science Education (12). (S/U grade only.) Prerequisites: SSE 4362 and SSE 4664. This course is a fifteen-week, off-campus student-teaching experience in Florida schools, supervised by University faculty in social science education.

For listings relating to graduate coursework, consult the Graduate Bulletin.

Special Education

(Combined BS/MS Pathway)

Website: https://cehhs.fsu.edu/special-ed

This major is a three-year combined BS/MS pathway that culminates in the Bachelor of Science (BS) and the Master of Science (MS) degree. Students must maintain a 3.0 grade point average (GPA) during the junior/senior years of study. Contact department faculty for more information.

This program is designed to prepare individuals for careers as special education teachers in grades Kindergarten - 12. The program leads to eligibility for a Florida professional certificate in Exceptional Student Education (grades K-12) with endorsements in Autism Spectrum Disorders, ESOL and Reading. The program is a Florida state approved educator preparation program. The graduate portion of the program must be completed in order to meet the requirements for completion of a state-approved program and to be considered eligible for a Florida professional certificate.

Admission Requirements

New students are admitted in the Fall and Spring semesters; students should work closely with an advisor to plan completion of basic requirements around the appropriate timetable. Students planning to enter Special Education Teaching must meet the requirements for admission into an Educator Preparation program described in the “College of Education, Health, and Human Sciences” chapter of this General Bulletin.

Required Major Courses

Course requirements for the Special Education Program are outlined in the FSU Academic Guide, which may be found at https://undergrad1.its.fsu.edu/academic_guide/guide-display.php?program=special-education. These courses are restricted to formally admitted Special Education majors and must be taken in sequence. Students must successfully complete all courses within a given semester and maintain a cumulative GPA of 2.5 (undergraduate coursework) and GPA of 3.0 (graduate coursework) to be allowed to continue to the next semester.

Definition of Prefixes

EDF—Education: Foundations and Policy Studies

EEX—Education: Exceptional Child-Core Competencies

EMR—Education: Mental Retardation

MHS—Mental Health Services

RED—Reading Education

Undergraduate Courses

EEX 3601. Applied Behavior Analysis for Special Educators (3). Corequisite: EEX 3831. This course is an 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 4012. Foundations of Special Education (3). This introductory course includes classic and contemporary readings in the field of special education. An overview of how society has responded to the various conceptualizations of human exceptionality is presented. Students are introduced to the trends and people that formed the foundation of contemporary special education. Current policies and practices are also examined.

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 4212. 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). This course 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). In this course, instructional methods and curriculum to teach mathematics to students with disabilities are examined.

EEX 4253. Access to the General Education Curriculum for Individuals with Moderate/Severe Disabilities (3). This course examines methods for teaching functional reading and life skills to individuals with disabilities.

EEX 4291. Characteristics and Education of Learners with Autism Spectrum Disorder (3). This course examines the characteristics and etiology of autism spectrum disorders (ASD), and effective intervention strategies for individuals with ASD. Additionally, the focus is on assessing and addressing the core challenges of learners with ASD (e.g., language, social communication, repetitive behaviors, and behavior regulation) using evidence-based practices in school settings. Students learn to identify and implement assessment and intervention strategies based on learner strengths and needs.

EEX 4486. Differentiated Instruction for Students with Exceptionalities (3). This course is designed to provide future special education teachers with the knowledge and skills needed to meet the diverse learning needs of students found in today's general education classrooms.

EEX 4487. Social Studies and Science Curriculum for Special Educators (3). This course provides an overview of and foundation for teaching science and social studies to learners with disabilities (P-12). Students develop knowledge and skills in using a variety of instructional methods and materials appropriate for providing access to the general education science and social studies curriculum for learners with disabilities.

EEX 4605. Classroom Management for Special Educators (3). This course provides class participants with the knowledge and skills to effectively manage the behavior of learners with disabilities within a classroom setting. Course content is organized around the Pyramid Model that includes three tiers of behavior management based on principles of positive behavior support: 1) Universal supports, 2) Prevention, and 3) Intervention.

EEX 4613. Positive Behavior Support (3). This course provides students with the knowledge and skills necessary to develop, implement, and evaluate the impact of positive behavior supports. Emphasis is placed on understanding the communicative function of challenging behaviors, the teaching of new skills that make the challenging behavior unnecessary, and the prevention of the reoccurrence of challenging behaviors.

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 increases learner knowledge and awareness of the characteristics and needs of people with exceptionalities, and acquaints learners with the resources, issues, and trends related to appropriately meeting these needs.

EEX 4834. Introductory Practicum in Special Education (1). This practicum provides experience with individuals with a range of disabilities. The course also provides participants with experience with different special education service delivery models in a variety of grade levels ranging from K to 12.

EEX 4842. Practicum in Severe Cognitive Disabilities and/or Autism Spectrum Disorder (2). This course provides teacher candidates with fieldwork experience teaching K–12 students with severe cognitive disabilities and/or autism spectrum disorder. The practicum provides experience in developing, implementing, and evaluating functional and academic skills for K–12 students with these disabilities.

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

EEX 4930r. Special Topics in Special Education (1–3). In this course, topics vary from term to term. May be repeated to a maximum of nine semester hours.

EEX 4941. Practicum in High Incidence Disabilities (1). This practicum provides experience with individuals with high incidence disabilities.

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

RED 4541. Literacy Assessment (3). This course provides a foundation in assessment with an emphasis on literacy/reading and is required for the Florida Reading Endorsement (Competencies 1-3). Throughout the course, students are taught to select and administer appropriate formal and informal assessments to inform reading instruction that meets the needs of all learners. Grounded in the principles of research-based reading instruction and the Reading Endorsement Guiding Principle that teaching reading for understanding is an ongoing systematic, problem solving process, students will implement and analyze assessments, and select appropriate instruction/interventions based on the collected data.

RED 4941. Reading and ESOL Reading Practicum (3). Prerequisites: LAE 4314, RED 4310, RED 4510 and TSL 4080. This course is a culminating practicum and addresses several indicators required for the Florida Reading Endorsement (Competencies 4 and 5). In this culminating practicum, students apply their broad knowledge of reading to address the needs of learners with differing reading profiles to develop a comprehensive, scientifically based reading plan for a classroom. The plan includes a method to engage in systematic assessment and problem solving to effectively differentiate instruction. Students apply scientifically-based instructional practices to support all learners. This course emphasizes the principles of research-based reading instruction and the Reading Endorsement Guiding Principle that teaching reading for understanding is an ongoing systematic, problem-solving process. Students implement and analyze assessments, select and implement appropriate instruction/intervention based on the collected data, and monitor student progress.

For listings relating to graduate coursework, consult the Graduate Bulletin.

Visual Disabilities Education

(Combined BS/MS Pathway)

Website: https://cehhs.fsu.edu/visual-disabilities

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. Following graduation, students are employed in a variety of settings that offer services to children and youth with visual impairments, including as teachers in local and residential schools and at agencies that serve people with visual impairments.

The program leads to eligibility for a Florida professional certificate in Visually Impaired (grades K-12). The program is a Florida state- approved educator preparation program. The graduate portion of the program must be completed in order to meet the requirements for completion of a state-approved program and to be considered eligible for a Florida professional certificate.

Admission Requirements

New students are admitted to the Visual Disabilities Program in the Fall semester; students should work closely with an advisor to plan completion of basic requirements around the Fall timetable. Program applications are available online at https://cehhs.fsu.edu/visual-disabilities. Deadline for Fall consideration is June 1.
Previous experience with individuals with disabilities (for example, volunteer work) is helpful but not required.
All admission criteria for teacher certification must be met (listed in the “College of Education, Health, and Human Sciences” chapter of this General Bulletin).

Requirements

Required Major Courses: Course requirements for the Visual Disabilities Education are outlined in the FSU Academic Guide, which may be found at https://undergrad1.its.fsu.edu/academic_guide/guide-display.php?program=visual-disabilities-education. These courses are restricted to formally admitted Visual Disabilities Education majors and must be taken in sequence. Students must successfully complete all courses within a given semester and maintain a cumulative GPA of 2.5 (undergraduate coursework) and GPA of 3.0 (graduate coursework) to be allowed to continue to the next semester.

Definition of Prefixes

EVI—Education: Visually Impaired-Blind

Undergraduate Courses

EVI 4011. Introduction to Visual Disabilities (3). This course is 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 Students with Visual Impairments (3). This course introduces basic concepts, principles, and procedures of assessment and applied behavior analysis in the practice of providing services to students with visual impairments, their families, and education personnel.

EVI 4121. Anatomy and Diseases of the Eye for Blindness Professionals (3). This course introduces 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 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 4254. This course enables students preparing to be teachers of blind school-age children to support the instruction of mathematics skills. 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). This course 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. This course provides 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. This course provides 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 4314 or 5316. This course 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. Classroom Accommodations for Students with Visual Impairments (3). Prerequisites: EVI 4011, and EVI 4212. Corequisite: EVI 4314. This course provides participants with the knowledge and skills necessary to successfully integrate students who are visually impaired in the core education environment. Students learn to adapt classroom materials, collaborate with general education personnel, and develop direct teaching strategies that enhance the optimum functioning of a learner with a visual impairment.

EVI 4314. Low Vision (3). Prerequisite: EVI 4121. This course prepares 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 4324. Assistive Technology for Students with Visual Impairments in the Schools (3). Prerequisite: EVI 4211. Corequisites: EVI 4314 or EVI 5316. This course prepares participants in the Visual Disabilities course of studies in the assessment and use of assistive technology for students with visual impairments.

EVI 4330. Methods for Learners with Visual Impairment and Additional Disabilities I (3). Prerequisite: EVI 4121. This course introduces pre-service teachers of students with visual impairment (TVIs) to working with learners who have multiple disabilities in addition to visual impairment, including deafblindness. Course participants learn causes and educational implications of concomitant visual and additional disabilities and principles of applied behavior analysis, which transformed education for this unique group of learners.

EVI 4331. Methods for Learners with Visual Impairment and Additional Disabilities II (3). Prerequisite: EVI 4330. Corequisite: EVI 4312. This course prepares pre-service teachers of students with visual impairments (TVIs) to apply PK-12 student educational records and field observations to recommend instructional and programmatic decisions for learners who have disabilities in addition to visual impairment, including learners who are deafblind, based on assessment data.

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 public school or residential school setting, full-time and under the supervision of an experienced certified teacher of students with visual impairments.

For listings relating to graduate coursework, consult the Graduate Bulletin.

Other Courses – School of Teacher Education

Definition of Prefixes

EDF—Education: Foundations and Policy Studies

EDG—Education: General

EDM—Education: Middle School

IDS—Interdisciplinary Studies

Undergraduate Courses

EDF 2085. Teaching Diverse Populations (3). In this course students 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 participate in a field-based experience.

EDG 4321. Foundations of Teaching (3). This course is for students seeking certification who do not have an undergraduate degree in a teaching field. This course provides the essential elements needed to succeed in a classroom setting. It does not have critical tasks needed for initial certification. It is part of the Professional Training Option open to all students.

IDS 2401. Personally Relevant Mathematics (3). This course will teach students to develop mathematical knowledge through problem posing, problem solving, extending problems, and developing profound understanding of fundamental mathematics concepts. The design of this course is structured to engage participants in inquiry about mathematics such that they will have opportunities to make connections between their current mathematical knowledge and advanced mathematical concepts.

IDS 2402. Mathematics for Civil Engagement (3). This course offers an introduction to ways in which mathematical lenses can be used to explore important current social and environmental issues in relation to their local social and political contexts.

IDS 2510. Questioning What We Know: Teaching and Learning Mathematics and Science in the 21st Century (3). This course offers an introduction to pressing issues in mathematics, science, and mathematics and science education. Students engage in critical thinking regarding effective teaching and learning of mathematics and science today and into the future.

IDS 2511. 21st Century Literacies (3). Technology is changing the way we learn and what we need to know. Participants in this course select an area to investigate—a career or academic area—and then get to know disruptive innovations, such as repurposed social networking tools, people are using to gain access to and change their fields. Participants gain a critical understanding of the way knowledge is produced, valued, and networked in academic, career, and other focus areas.

IDS 2321. The Blindness Experience (3). In this course, students explore blindness, talk with people who are intimately familiar with blindness, and experience adventure under blindfold. Students explore society's reaction to blindness, probing its roots, and take a closer look at how views of blindness are shaped when experienced through the lenses of gender, race, class, religion, and ethnicity. Through blindfold experiences, students have opportunities to learn about braille and the activities of daily life necessary for achieving independence. Through writing, students explore their own reactions and thoughts of blindness, and reflect on the many questions that arise from delving deeper into the blindness experience.

For listings relating to graduate coursework, consult the Graduate Bulletin.

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