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Adolescence to Young Adult

The Adolescence to Young Adult, grades 7-12, licensure programs seek to prepare teachers to work with learners from ages 12 through 21 and grades 7 through 12 in specific curriculum areas.

The program includes coursework that addresses:

  • Knowledge of content in the field/area to be taught
  • Knowledge of and skills in instruction and planning
  • The importance of seeing each child as an individual with unique potential.
Field experiences begin in the first semester and continue throughout the program. 

Students may choose from one of four teaching fields:

  • Integrated Language Arts
  • Integrated Mathematics
  • Integrated Social Studies
  • Life Sciences
For more information please contact: 
Dr. Mary Jo Cherry
440 646 8147
mcherry@ursuline.edu

Course Descriptions


EDL 101 
Introduction to Education (3) 
An overview of education through consideration of historical, philosophical, and social perspectives. Teacher candidates consider the roles and functions of schools within the larger social context, gain an introduction to foundational aims of education and their impact on curricular issues, and begin to develop a personal philosophy of education. Requires additional hours of field experience, BCI clearance, and NEA/OEA student membership. 

EDL 102
 Educational Psychology (3) 
A survey course designed to introduce teacher candidates to psychological principles as they apply to classrooms and school contexts. Teacher candidates are introduced to cognitive, psychological, social, and moral theories of development and consider how these apply to teaching and learning. Requires additional hours of field experience, BCI clearance, and NEA/OEA student membership. 
Prerequisite: PS 101. 

EDL 120 Diversity in Education (3) 
An examination of the philosophical, historical, and legal underpinnings that support contemporary education’s interpretation and implementation of equity in the educational arena. Strategies for adapting instruction to the diverse population are included. Requires additional hours of field experience, BCI clearance, and NEA/OEA student membership. 

EDL 130 Instructional Technologies for Educators (3) 
A course that helps candidates inspire student learning with technology and engage learners with digital tools. Pre-service teachers work to discover “limitless ways to create highly interactive learning opportunities for elementary and secondary school students using . . . a full range of existing technologies . . .” (Maloy, Verock-O’Loughlin, Edwards, & Woolf, 2011). Using 21st century skills and the NETS (National Education Technology Standards) revised frameworks for teaching and learning with technology from ISTE (International Society for Technology in Education), faculty work to provide meaningful ways for candidates to incorporate technology into lessons, making them interactive and motivating to students. 

EDL 210 
Planning for Instruction (3) 
A study of the practical application of principles of instruction on lesson planning. Candidates study the Ursuline College Undergraduate Pre-Student Teaching Lesson Plan and then present a lesson in a micro-teaching context, applying principles of learning and teaching, including assessment practices and use of instructional technology, that support effective classroom teaching and instruction. Requires additional hours of field/clinical experience, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association. 
Prerequisites: EDL 101, 102. 

EDA 301 Integrated Mathematics Methods (3)
The course is designed for one seeking Adolescence to Young Adult licensure in Integrated Mathematics in the State of Ohio. The teacher candidate will study criteria for effective mathematics instruction, review principles of adolescent development, consider the components of effective junior and senior high schools, apply both Ohio Learning Standards for Mathematics and NCTM Standards to the writing of lesson plans and constructing an integrated unit, read and discuss questions posed in text, review journal articles relating to mathematics education, and reflect on her/his personal philosophy of the value and purpose of mathematics education. Includes additional hours of field-based experience during which time the teacher candidate will be required to teach, conduct focused observations, and assist the cooperating teacher with her/his duties, and requires BCI clearance, NEA/OEA student membership, and membership in the Specialized Professional Association of the discipline focus of the major. A preliminary knowledge of technology is expected.
Prerequisites:
EDL 101, 102, 210.

EDA 302 Integrated Science Methods (3)
The course is designed for one seeking Adolescence to Young Adult licensure in Life Sciences in the State of Ohio. The teacher candidate will study criteria for effective life science instruction, review principles of adolescent development, consider the components of effective junior and senior high schools, apply both Ohio’s Learning Standards for Science and NSTA/NSES Standards to the writing of lesson plans and constructing of an integrated unit, read and discuss questions posed in text, review journal articles relating to science education, and reflect on her/his personal philosophy of the value and purpose of science education. Includes additional hours of field-based experience during which time the teacher candidate will be required to teach, conduct focused observations, and assist the cooperating teacher with her/his duties and requires BCI clearance, NEA/OEA student membership, and membership in the Specialized Professional Association of the discipline focus of the major. A preliminary knowledge of technology is expected.
Prerequisites: EDL 101, 102, 210.

EDA 303 Integrated Social Studies Methods (3)
The course is designed for one seeking Adolescence to Young Adult licensure in Integrated Social Studies in the State of Ohio. The teacher candidate will study criteria for effective social studies instruction, review principles of adolescent development, consider the components of effective junior and senior high schools, apply both Ohio Learning Standards for Social Studies and NCSS Standards to the writing of lesson plans and constructing an integrated unit, read and discuss questions posed in text, review journal articles relating to social studies education, and reflect on her/his personal philosophy of the value and purpose of social studies education. Includes additional hours of field-based experience during which time the teacher candidate will be required to teach, conduct focused observations, and assist the cooperating teacher with her/his duties and requires BCI clearance, NEA/OEA student membership, and
membership in the Specialized Professional Association of the discipline focus of the major. A preliminary knowledge of technology is expected.
Prerequisites: EDL 101, 102, 210.

EDA 304 Integrated Language Arts (3)
The course is designed for one seeking Adolescence to Young Adult licensure in Integrated Language Arts in the State of Ohio. The teacher candidate will study criteria for effective language arts instruction, review principles of adolescent development, consider the components of effective junior and senior high schools, apply both Ohio Learning Standards for Language Arts and NCTE Standards to the writing of lesson plans and constructing of an integrated unit, read and discuss questions posed in text, review journal articles relating to language arts education, and reflect on her/his personal philosophy of the value and purpose of language arts education. Includes additional hours of field-based experience during which time the teacher candidate will be required to teach, conduct focused observations, and assist the cooperating teacher with her/his duties and requires BCI clearance, NEA/OEA student membership, and membership in the Specialized Professional Association of the discipline focus of the major. A preliminary knowledge of technology is expected.
Prerequisites: EDL 101, 102, 210.

EDA 310 Reading & Literacy - Adolescence to Young Adult (3)
Introduction to principles that govern students’ literacy development. Teacher candidates are introduced to foundational theories of both reading and writing and to the reading/writing connection. Literacies, such as computer and media, are applied to classroom use. Instruction emphasizes practical applications of theory to the learning of junior and senior high school students. Requires additional hours of field experience, BCI clearance, NEA/OEA student membership, and membership in the Specialized Professional Association of the discipline focus of the major.
Prerequisites: EDL 101, 102, 120, 210.

EDA 440 Student Teaching: Adolescence to Young Adult (12)
For 16 weeks the candidate engages in a variety of activities related to organization of the junior or senior high school and the teaching-learning process at this level in the candidate’s content area for licensure. The candidate incrementally assumes more responsibility until s/he successfully undertakes the full teaching load of the master teacher, under the supervision of a college supervisor. No additional courses may be pursued during the student-teaching semester.
Prerequisites: Completion of professional sequence and content area requirements, BCI and FBI clearances, NEA/OEA student membership, membership in the Specialized Professional Association of the discipline focus of the major, and successful completion of Gates 1 and 2 requirements, including passage of OAE licensing exams.