Academic Programs Catalog

College of Education

Department of Teacher Education

Margaret S. Crocco, Chairperson

 


Undergraduate Program

The Department of Teacher Education offers a Bachelor of Arts degree program with a major in education. This program is a preprofessional program that is designed for students who plan to teach in elementary schools. Students in the program work toward certification as elementary teachers. Upon satisfactory completion of the requirements for the Bachelor of Arts degree with a major in Education, the bachelor's degree is granted. However, in order for Michigan State University to recommend a person for a teaching certificate, that person must also complete the requirements for the Teacher Certification Internship Year Studies Program described in the section on TEACHER CERTIFICATION below.

Students who plan to teach in secondary schools should refer to the section on “MSU Subject Matter Teaching Majors for Secondary Teacher Certification” in the section on TEACHER CERTIFICATION below.

Students who wish to obtain a special education endorsement in learning disabilities on an elementary teaching certificate should see the Counseling, Educational Psychology, and Special Education section of this catalog for information about majoring in Special Education. These students must be admitted to the Elementary Teacher Certification Program and complete the Planned Program for Elementary Education and one of the required elementary teaching majors in addition to other requirements.

Students who wish to obtain an early childhood endorsement on an elementary teaching certificate should see the Human Development and Family Studies section of this catalog for information about majoring in Child Development. These students must be admitted to the Elementary Teacher Certification Program and complete the Planned Program for Elementary Education and one of the required elementary teaching majors in addition to other requirements.

Admission to the Major

To earn a Bachelor of Arts Degree in Education, students must apply and be admitted to the Teacher Certification Program administered by the Department of Teacher Education in the College of Education (refer to Admission to the Teacher Certification Program under Teacher Certification in the Department of Teacher Education section of this catalog). Information about admission requirements and the application process can be found at http://education.msu.edu/academics/undergraduate/apply-teacher-prep.asp.


 


Education

Requirements for the Bachelor of Arts Degree in Education

  1. The University requirements for bachelor’s degrees as described in the Undergraduate Education section of this catalog; 120 credits, including general elective credits, are required for the Bachelor of Arts degree in education.

    The completion of Integrative Studies in Arts and Humanities 208, 209, 241A, 241C, 241D, 241E, or 241F referenced in item 2. b. (7) below may also satisfy the University’s elective requirement in Integrative Studies in Arts and Humanities.

    Students who are admitted to the Elementary Teacher Certification Program and who choose to complete the requirements for the Integrated Science Teaching Major may complete an alternate track to Integrative Studies in Biological and Physical Sciences that consists of Biological Science 161 and 171 and Chemistry 141, all of which are required courses in the Integrated Science Teaching Major.

    The completion of Mathematics 201 referenced in item 2. b. (1) below may also satisfy the University Mathematics requirement.

    The University’s Tier II writing requirement for the Education major is met by completing Teacher Education 301 and 404. Those courses are referenced in item 2. a. (1) below.
  2. The following requirements for the major:
    a. Professional Education Courses (21 credits):
    (1) All of the following courses (21 credits):
    TE 150 Reflections on Learning 3
    TE 250 Human Diversity, Power, and Opportunity in Social Institutions 3
    TE 301 Literacy, Learners, and Learning in Context - Elementary (W) 3
    TE 403 Teaching of Science to Diverse Learners - Elementary 3
    TE 404 Teaching of Social Studies to Diverse Learners - Elementary 3
    TE 405 Teaching of Language and Literacy to Diverse Learners - Elementary 3
    TE 406 Teaching of Mathematics to Diverse Learners - Elementary 3
    b. Planned Program for Elementary Education (20 to 30 credits):
    (1) Both of the following mathematics courses (6 credits):
    MTH 201 Elementary Mathematics for Teachers I 3
    MTH 202 Elementary Mathematics for Teachers II 3

    The completion of Mathematics 201 may also satisfy the university mathematics requirements. These courses are required for the Elementary Mathematics Teaching Major in which case 0 credits count toward the Planned Program. Mathematics 201 and 202 are a prerequisite for Teacher Education 406 and must be completed with a minimum grade of 2.0 prior to enrollment in Teacher Education 406.

    (2) The following course in children’s literature (3 credits):
    TE 348 Reading and Responding to Children’s Literature 3

    This course is required for the Language Arts Teaching Major in which case 0 credits count toward the Planned Program. Teacher Education 348 is a prerequisite for Teacher Education 405 and must be completed with a minimum grade of 2.0 prior to enrollment in Teacher Education 405.

    (3) One of  the following language acquisition and development courses (3 or 4 credits):
    CSD 333 Oral Language Development 3
    ENG 302 Introduction to English Language Studies 3
    LIN 200 Introduction to Language 3

    Language Arts Elementary Teaching Majors may count one of the above courses toward the major, in which case 0 credits count toward the Planned Program.

    (4) The following science in elementary schools course (3 credits):
    ISE 301 Science for Elementary Schools 3
    This course is waived for students pursuing the Integrated Science Teaching Major. Integrated Science Education 301 is a prerequisite for Teacher Education 403 and must be completed with a minimum grade of 2.0 prior to enrollment in Teacher Education 403.
    (5) The following U.S. history course (4 credits):
    HST 202 U.S. History to 1876 4

    This course is required for the Social Studies Teaching Major in which case 0 credits count toward the Planned Program.

    (6) The following geography course (3 credits):
    GEO 204 World Regional Geography 3

    This course is required for the Social Studies Teaching Major in which case 0 credits count toward the Planned Program.

    (7) One of the following arts courses (4 credits):
    IAH 208 Music and Culture (I) 4
    IAH 209 Art, the Visual, and Culture (D) 4
    IAH 241A Creative Arts and Humanities: Music and Society in the Modern World (D) 4
    IAH 241C Creative Arts and Humanities: Cultural and Artistic Traditions of Europe (I) 4
    IAH 241D Creative Arts and Humanities: Theater and Society in the West (I) 4
    IAH 241E Creative Arts and Humanities: The Creative Process (D) 4
    IAH 241F Creative Arts and Humanities: Traditions in World Art (I) 4

    Students may use Integrative Arts and Humanities 208 or 209 to satisfy the IAH “A” component and Integrative Arts and Humanities 241A, 241C, 241D, 241E or 241F to satisfy the IAH “B” component of the University’s Integrative Studies requirement in Arts and Humanities. (4 credits may count toward both the Planned Program and the University’s Integrative Studies requirement in Arts and Humanities).

    (8) One of the following creative arts courses (3 credits):
    MUS 463 Methods and Materials of Elementary Music 3
    TE 430 Introduction to Arts in the Classroom 3
    TE 431 Learning Through Drama 3
    TE 432 Learning Through Movement 3
    THR 421 Creative Dramatics 3
    THR 422 Children's Theatre 3
    Language Arts Teaching Majors may apply one of these courses to the Language Arts requirements, in which case 0 credits count toward the Planned Program.
    (9) The following health and physical education course (3 credits):
    KIN 355 Physical Activity and Health Education for Elementary Teachers 3
    c. Subject Matter Teaching Preparation (36 to 58 credits)

    Teaching Major. Four teaching majors (language arts, social studies, integrated science, and mathematics) are available for prospective elementary school teachers. Elementary teacher candidates must choose one of the four teaching majors. These majors, which are housed in the College of Education, provide prospective elementary teachers with the opportunity to focus academic studies in a set of closely allied subject areas that are central to the core curriculum in elementary and middle schools. To enroll in one of these teaching majors, students must be admitted to the College of Education’s Elementary Teacher Certification Program.

    (a) Language Arts (36 to 46 credits)
    (b) Social Studies (49 credits)
    (c) Integrated Science (56 to 59 credits)
    (d) Mathematics (32 credits)

    For the four teaching majors, refer to the section “MSU Subject Matter Teaching Majors for Teacher Preparation and Certification”: (a) MSU Teaching Majors for Elementary Teacher Certification” in the section on TEACHER CERTIFICATION  below.

    Disciplinary Teaching Minors

    Students may elect to complete one or more optional disciplinary teaching minor(s), in addition to the required teaching major. The following disciplinary teaching minors are available for prospective elementary school teachers.

    Arabic 20
    Chinese 24
    Computer Science 22 or 23
    English 21 to 23
    French 21
    German 23
    History 23 to 26
    Japanese 24
    Mathematics-Elementary 20
    Russian 23
    Spanish-Elementary 24
    Teaching English to Speakers of Other Languages 20 to 25
    For requirements for the disciplinary teaching minors, refer to the section “Requirements for the Disciplinary Teaching Minors Listed Above” in the section on TEACHER CERTIFICATION below.

    One Disciplinary Major. Students wishing to complete one or more of the following optional disciplinary teaching majors, in addition to the required teaching major, should refer to Teacher Certification Options in the catalog sections for the colleges, departments, and schools that administer disciplinary majors that are available for teacher certification.

    College of Arts and Letters:
    Arabic
    Chinese
    French
    German
    Japanese
    Spanish
    College of Social Science:
    History Education


Teacher Certification


Admission to the Teacher Certification Program

Information about current admission requirements and the admission application process can be found at http://education.msu.edu/academics/undergraduate/. MSU undergraduates generally apply during the first semester of the sophomore year, although they may apply later.

To be considered for admission to the Teacher Certification Program, an applicant must:

  1. Have earned a minimum of 28 credits.
  2. Have earned a cumulative grade point average of at least 2.5.
  3. Have successfully completed any required developmental course work.
  4. Have disclosed any prior convictions or civil infractions and provided required court documents as necessary.
  5. Have passed all portions of the Michigan Test for Teacher Certification (MTTC) Professional Readiness Examination (PRE) or meet established criteria using approved alternative pass measures.
  6. Have completed all aspects of the application process before the published deadline.
In addition to general admission requirements, applicants applying for admission to the Teacher Certification Program with a major in Special Education must also complete one or two supervised pre-admission experiences, totaling at least 42 hours, with children or youth who have special needs. Prospective Special Education students are encouraged to talk with Special Education faculty about the relative merits of various sites for securing the required experience. Applicants to the Special Education program must submit forms verifying completion of the experience along with a complete admission application (see http://education.msu.edu/academics/undergraduate/). Only students who have completed the required experience will be considered for admission to the Special Education major.

Persons who already hold baccalaureate degrees from Michigan State University or other recognized institutions of higher learning are required to follow the process for Post-Bachelors students (see http://education.msu.edu/certification/postba/post-bachelor-application.asp). Contact the College of Education Student Affairs Office for more information.

Persons are selected for admission based on a holistic evaluation of criteria that include, but are not limited to, cumulative grade point average, test results, and dispositions for teaching.

 

Requirements for Teacher Certification

Disciplinary Course Requirements and Pedagogy Course Requirements

For some majors, disciplinary courses in addition to, or in lieu of, the courses that are required for the bachelor’s degree in the disciplinary major are required for teacher certification. Furthermore, for some disciplines, pedagogy courses in addition to, or in lieu of, the following courses are required for teacher certification: Teacher Education 150, 301, 403, 404, 405, 406, 501, 502, 801, 802, 803, and 804; Teacher Education 250 or Counseling, Educational Psychology and Special Education 240.

For additional information concerning disciplinary course requirements and pedagogy course requirements, refer to teacher certification options in the catalog sections for the colleges, departments, and schools that administer disciplinary majors that are available for teacher certification.

General–Liberal Education Requirements

The State of Michigan requires applicants for provisional certification to have completed at least 40 semester credits in a program of general or liberal education, which is designed to ensure that teachers understand the substance, concepts, and methods of the principal areas of human knowledge, and possess the skills essential to communication and inquiry in modern society. The courses used to fulfill the university’s Integrative Studies and Tier I writing requirements will count for 30 of the 40 credits required in general-liberal education.

Observation and Field Experience Requirements

Included in the requirements for teacher certification are courses that involve observations and field experiences in schools. Students are responsible for their transportation to and from observations and field experiences as well as any associated costs (e.g. transportation).

Teacher Certification Internship Year Studies Program

Persons may gain access to the Teacher Certification Internship Year Studies Program as follows:

1.  Elementary Teacher Certification:
  1. Students who complete the requirements for the bachelor’s degree with a major in child development, education, or special education along with the teaching major,  Planned Program for Elementary Education and all elementary program requirements are thereby qualified to pursue the Internship Year Studies Program.
  2. Michigan State University students who were admitted to the Teacher Certification Program with a disciplinary major other than those referenced in item 1. a. above, who complete the requirements for a bachelor’s degree at Michigan State University, and who complete the requirements for teacher certification referenced in items 2. and 3. a. (1) through (3) in the section  “Prerequisites for Admission to the Internship Year Studies Program” below are thereby qualified to pursue the Internship Year Studies Program.
  3. Students who complete the requirements for a bachelor’s degree at another educational institution, or who complete the requirements for a bachelor’s degree at Michigan State University without having been admitted to the Teacher Certification Program, must meet the requirements referenced in the section “Prerequisites for Admission to the Internship Year Studies Program” below in order to be considered for admission to that program.

Students who plan to direct preschool programs must, and students who plan to teach children under five years of age should, meet the requirements for the Bachelor of Arts degree with a major in Child Development (teacher certification emphasis) and meet the requirements referenced in items 3. a. (1) through (3) in the section “Prerequisites for Admission to the Internship Year Studies Program” below in order to be considered for admission to the Internship Year Studies Program.  Students who plan to teach kindergarten or early elementary grades may gain access to the Internship Year Studies Program via any one of the three alternatives referenced in item 1. above.

2.  Secondary Teacher Certification:

  1. Michigan State University students who were admitted to the Teacher Certification Program with a disciplinary major other than those referenced in item 1. a. above and those referenced in items 3. a. and b. below, who complete the requirements for a bachelor’s degree at Michigan State University, and who complete the requirements for teacher certification referenced in items 2. and 3. b. (1) through (3) in the section on “Prerequisites for Admission to the Internship Year Studies Program” below are thereby qualified to pursue the Internship Year Studies Program.
  2. Students who complete the requirements for a bachelor’s degree at another educational institution, or who complete the requirements for a bachelor’s degree at Michigan State University without having been admitted to the Teacher Certification Program, must meet the requirements referenced in the section on “Prerequisites for Admission to the Internship Year Studies Program” below in order to be considered for admission to that program.

3.  Secondary Teacher Certification K-12 Endorsed Subject Areas:
  1. Michigan State University students who were admitted to the teacher certification program with a music education disciplinary major and who complete the requirements for teacher certification referenced in items 2. and 3. b. (1) and (2) in the section on “Prerequisites for Admission to the Internship Year Studies Program” below are thereby qualified to pursue the Internship Year Studies Program.
  2. Michigan State University students who were admitted to the Teacher Certification Program with an art education disciplinary major, who complete the requirements for a bachelor’s degree from Michigan State University, and who complete the requirements for teacher certification referenced in items 2. and 3. b. (1) and (2) in the section on “Prerequisites for Admission to the Internship Year Studies Program” below are thereby qualified to pursue the Internship Year Studies Program.
  3. Michigan State University students who were admitted to the Teacher Certification Program with a disciplinary major other than those referenced in items 2. and b. above, who complete the requirements for a bachelor’s degree at Michigan State University, and who complete the requirements for teacher certification referenced in items 2. and 3 b. (1) and (2) under the heading “Prerequisites for Admission to the Internship Year Studies Program” below are thereby qualified to pursue the Internship Year Studies Program.
  4. Students who complete the requirements for a bachelor’s degree at another educational institution, or who complete the requirements for a bachelor’s degree at Michigan State University without having been admitted to the Teacher Certification Program, must meet the requirements referenced in the section on “Prerequisites for Admission to the Internship Year Studies Program” below in order to be considered for admission to that program.

Prerequisites for Admission to the Internship Year Studies Program

All students seeking admission to the Internship Year Studies Program must have:

1. A baccalaureate degree from a recognized educational institution with a cumulative grade–point average of at least 2.5.
2. Passed all portions of the Michigan Test for Teacher Certification (MTTC), Professional Readiness Examination (PRE), or demonstrated proficiency using approved alternative pass measures and completed the State of Michigan Department of Education’s technology requirement.
3. Completed the following undergraduate requirements for teacher certification:
a. Undergraduate Requirements for Elementary Teacher Certification:
(1) The professional education courses listed in the “Undergraduate Professional Education and Planned Program Course Requirements for Elementary Teacher Certification” section below.
(2) The Planned Program for Elementary Education listed in the “Undergraduate Professional Education and Planned Program Course Requirements for Elementary Teacher Certification” section below.
(3) The following requirements for subject matter teaching preparation:
A given course may not be counted toward the credit requirements for both the required elementary teaching major and the Planned Program for Elementary Education.  
(a) One of the four approved teaching majors for elementary teacher certification (language arts, social studies, mathematics, and integrated science), with a grade-point average of at least 2.5.  The teaching majors are described below in the section “MSU Subject Matter Teaching Majors for Teacher Preparation and Certification” and their requirements are listed in the section ”Requirements for the Teaching Majors.”
(b) An optional disciplinary major for elementary teacher certification, in addition to the required teaching major with a grade-point average of at least 2.5.  The approved disciplinary majors for elementary teacher certification are listed below in the section on “Options for Acceptable Subject Matter Teaching Majors and Minors for Elementary Teacher Certification.” Courses for an optional disciplinary major or a Second Teaching Major may be double-counted with the required teaching major and the Planned Program for Elementary Education.
(c) Optional disciplinary teaching minors for teacher certification, in addition to the required teaching major, with a grade-point average of at  least 2.5.  The approved disciplinary teaching minors for elementary teacher certification and their requirements are listed below in the section on “Options for Acceptable Subject Matter Teaching Majors and Minors for Elementary Teacher Certification.” Courses for an optional teaching minor may be double-counted with the required teaching major and the Planned Program for Elementary Education.
b. Undergraduate Requirements for Secondary Teacher Certification:
(1) The Professional Education Courses listed below in the section on the “Undergraduate Professional Education Course Requirements for Secondary Teacher Certification.”
(2) An approved disciplinary major for secondary teacher certification, with a grade-point average of at least 2.5. The approved disciplinary majors for secondary teacher certification are listed below in the section on "Options for Acceptable Subject Matter Teaching Majors and Minors for Secondary Teacher Certification."
(3) An approved disciplinary teaching minor for secondary teacher certification, with a grade-point average of at least 2.5. The approved disciplinary teaching minors for secondary teacher certification and their requirements are listed below in the section on “Options for Acceptable Subject Matter Teaching Majors and Minors for Secondary Teacher Certification.
4. Earned a grade point average of 2.5 or above for pre-internship professional education courses required for teacher certification with no individual grade below 2.0.
5. Completed any disciplinary courses and pedagogy courses that are required in addition to the courses that are required for the disciplinary major and the courses that are referenced in item 3.a.(1) or 3.b.(1) above.
Any additional disciplinary courses and any additional pedagogy courses that are required for teacher certification are referenced in the sections on teacher certification options in the catalog sections for the colleges, departments, and schools that administer the disciplinary majors that are available for teacher certification.
6. Passed the required State of Michigan certification tests for elementary teaching or the appropriate major subject area test for secondary teaching.
7. Submitted a complete conviction disclosure form; and
8. Met professional criteria as specified by the College of Education.

Undergraduate Professional Education and Planned Program Course Requirements for Elementary Teacher Certification
All courses are required unless otherwise stated. Some of the courses below are also required for or applicable to the Elementary Teaching Majors but the Planned Program must total at least 20 credits that are not double-counted with the required teaching major.
GPA Standards: All elementary teacher candidates must pass each Elementary Planned Program and Professional Education course with a minimum grade of 2.0.
a. Professional Education Courses (21 credits):
(1) All of the following courses (21 credits):
TE 150 Reflections on Learning 3
TE 250 Human Diversity, Power, and Opportunity in Social Institutions 3
TE 301 Literacy, Learners, and Learning in Context – Elementary (W) 3
TE 403 Teaching of Science to Diverse Learners – Elementary 3
TE 404 Teaching of Social Studies to Diverse Learners – Elementary 3
TE 405 Teaching of Language and Literacy to Diverse Learners - Elementary 3
TE 406 Teaching of Mathematics to Diverse Learners - Elementary 3
Students with a major in Special Education are required to complete Counseling, Educational Psychology and Special Education 240 in lieu of Teacher Education 250.
Students with a major in child development are required to complete Counseling, Educational Psychology and Special Education 240 in lieu of Teacher Education 250.
b. Planned Program for Elementary Education (minimum of 20 credits):
(1) Both of the following mathematics courses (6 credits):
MTH 201 Elementary Mathematics for Teachers I 3
MTH 202 Elementary Mathematics for Teachers II 3
The completion of Mathematics 201 may also satisfy the university mathematics requirement. These courses are required for the Elementary Mathematics Teaching Major in which case 0 credits count toward the Planned Program. Mathematics 201 and 202 is a prerequisite for Teacher Education 406 and must be completed with a minimum grade of 2.0 prior to enrollment in Teacher Education 406.
(2) The following course in children's literature (3 credits):
TE 348 Reading and Responding to Children's Literature 3
This course is required for the Language Arts Teaching Major in which case 0 credits count toward the Planned Program. Teacher Education 348 is a prerequisite for Teacher Education 405 and must be completed with a minimum grade of 2.0 prior to enrollment in Teacher Education 405.
(3) One of the following language acquisition and development courses (3 or 4 credits):
CSD 333 Oral Language Development 3
ENG 302 Introduction to English Language Studies 3
LIN 200 Introduction to Language 3
LIN 401 Introduction to Linguistics 4
Language Arts Elementary Teaching Majors may count one of the above courses toward the major, in which case 0 credits count toward the Planned Program.
Special education majors must take Communicative Sciences and Disorders 333, which is also required for the learning disabilities area of emphasis. This course will count toward the major requirements.
(4) The following science in elementary schools course (3 credits):
ISE 301 Science for Elementary Schools 3
This course is waived for the Integrated Science Teaching Major. Integrated Science Education 301 is a prerequisite for Teacher Education 403 and must be completed with a minimum grade of 2.0 prior to enrollment in Teacher Education 403.
(5) The following U.S. history course (4 credits):
HST 202 U.S. History to 1876 4
This course is required for the Social Studies Teaching Major, in which case 0 credits count toward the Planned Program.
(6) The following geography course (3 credits):
GEO 204 World Regional Geography 3
This course is required for the Social Studies Teaching Major, in which case 0 credits count toward the Planned Program.
(7) One of the following arts courses (4 credits):
IAH 208 Music and Culture (I) 4
IAH 209 Art, the Visual, and Culture (D) 4
IAH 241A Creative Arts and Humanities: Music and Society in the Modern World (D) 4
IAH 241C Creative Arts and Humanities: Cultural and Artistic Traditions of Europe (I) 4
IAH 241D Creative Arts and Humanities: Theater and Society in the West (I) 4
IAH 241E Creative Arts and Humanities: The Creative Process (D) 4
IAH 241F Creative Arts and Humanities: Traditions in World Art I (I) 4
Students may use Integrative Arts and Humanities 208 or 209 to satisfy the IAH “A” component and Integrative Arts and Humanities 241A, 241C, 241D, 241E or 241F to satisfy the IAH “B” component of the University’s Integrative Studies requirement in Arts and Humanities. (4 credits may count toward both the Planned Program and the University’s Integrative Studies requirement in Arts and Humanities).
(8) One of the following creative arts courses (3 credits):
MUS 463 Methods and Materials of Elementary Music 3
TE 430 Introduction to Arts in the Classroom 3
TE 431 Learning through Drama 3
TE 432 Learning through Movement 3
THR 421 Creative Dramatics 3
THR 422 Children's Theatre 3
Language Arts Teaching Majors may apply one of these courses to the Language Arts requirements, in which case 0 credits count toward the Planned Program.
(9) The following health and physical education course (3 credits):
KIN 355 Physical Activity and Health Education for Elementary Teachers 3

Undergraduate Professional Education Course Requirements for Secondary Teacher Certification

1. The following Professional Education Courses (20 or 21 credits):
a. All of the following courses (20 credits):
TE 150 Reflections on Learning 3
TE 250 Human Diversity, Power, and Opportunity in Social Institutions 3
TE 302 Learners and Learning in Context - Secondary (W) 4
TE 407 Teaching of Subject Matter to Diverse Learners - Secondary (W) 5
TE 408 Crafting Teaching Practices - Secondary (W) 5
b. The following course if the teaching major and minor are in different subject matter:
TE 409 Crafting Teaching Practices in the Secondary Teaching Minor 1
The pedagogy courses that are required for students with a disciplinary major in music education are specified in the section  on TEACHER CERTIFICATION OPTIONS in the College of Music section of this catalog.  Students with a disciplinary major in music education must complete Teacher Education 150, Teacher Education 250, Teacher Education 302 and Music 277 to be considered for admission to the Music Education student teaching experience. Teacher Education 409 is required if the student pursues a minor. It is not required of the major.
Students with a disciplinary major in art education must complete Studio Art 481 and 482 in lieu of Teacher Education 407 and 408.

Admission to the Internship Year Studies Program

The section on admission to the Internship Year Studies Program pertains to all students who complete the requirements for a bachelor’s degree at another educational institution, or who complete the requirements for a bachelor’s degree at Michigan State University without having been admitted to the Teacher Certification Program.

The number of students admitted to the Internship Year Studies Program is established by the university. Enrollment in the program is limited. The criteria and procedures for the selection of students for admission to the Internship Year Studies Program are established by the College of Education.

Requirements for the Internship Year Studies Program

1. All of the following Professional Education Courses (24 credits):
TE 501 Internship in Teaching Diverse Learners I 6
TE 502 Internship in Teaching Diverse Learners II 6
TE 801 Professional Roles and Teaching Practice I 3
TE 802 Reflection and Inquiry in Teaching Practice I 3
TE 803 Professional Roles and Teaching Practice II 3
TE 804 Reflection and Inquiry in Teaching Practice II 3
2. Meet all professional standards for the internship year as specified by the College of Education.

Students with a music education disciplinary major must complete approved alternative courses in lieu of Teacher Education 501, 502, 801, 802, 803, and 804.

Students who fulfill all of the requirements for a Master of Arts degree with a major in Communicative Sciences and Disorders will have completed the courses that are required in lieu of Teacher Education 502, 801, 802, 803, and 804.

Students with a special education disciplinary major who are seeking both teacher certification and endorsement in learning disabilities must complete Counseling, Educational Psychology and Special Education 502A, 801A, 802A, 803A, and 804A in lieu of Teacher Education 502, 801, 802, 803, and 804.  Those courses contain disciplinary content, as well as pedagogical content.  Therefore, those courses are also counted toward the requirements for endorsement in the area of learning disabilities.  Students who completed Teacher Education 502, 801, 802, 803, and 804 and who are seeking endorsement in learning disabilities must complete Counseling, Educational Psychology and Special Education 502A, 801A, 802A, 803A, and 804A.

Internship Placements

Students seeking teacher certification are required to complete extended internships during the Internship Year Studies Program. Interns who desire to be placed in secondary schools must pass the Michigan Test for Teacher Certification (MTTC) subject tests in their teaching majors. Elementary interns, including Special Education and Child Development majors, must pass, at minimum, the MTTC test in Elementary Education prior to placement in grades K-5. For the full criteria to be admitted to the internship year, see Prerequisites for Admission to the Internship Year Studies Program

Although students are given an opportunity to express their preferences concerning possible internship placement sites, the placement of students in internships is the sole responsibility of the College of Education.  The College will not honor student-arranged internship placements.

Each student’s subject areas, the availability of field instructors, the voluntary willingness of schools to accept interns and visitors, and the College’s commitment to providing service to public schools are considered in internship placement decisions.  Given the number of factors that influence internship placement decisions, the College cannot guarantee that placements will be available in the vicinity of East Lansing or in a location that a student prefers.

Students are responsible for their transportation to and from internships.  Students are responsible for costs associated with internships; e.g., moving to and living in the community in which a student’s internship placement is located.

For additional information, students should contact the faculty who are responsible for internship placements.

Relationship of the Internship Year Studies Program to Master’s Degree Programs

Students may be admitted to the Internship Year Studies Program without being admitted to a master’s degree program. Students who are admitted to both the Internship Year Studies Program and a master’s degree program may pursue both programs simultaneously and may be allowed to apply 800–level courses from the Internship Year Studies Program to their master’s degree with the approval of the units that administer the master’s degree program.

Students in any master's program in the College of Education may apply a maximum of 12 credits earned through any combination of courses taken through lifelong education, graduate certification, or in transfer from another institution. Each program may determine if courses are appropriate for the master's program and may allow fewer than 12 credits to be applied to the specific master's program.

For additional information about the 800–level courses that are required for the Internship Year Studies Program, refer to the section on “Requirements for the Internship Year Studies Program.”


MSU Subject Matter Teaching Majors and Minors for Teacher Preparation and Certification

Michigan State University offers three options for subject matter teacher preparation and certification.

MSU Teaching Majors for Elementary Teacher Certification

The State of Michigan requires a minimum of 36 semester credits for a group (multiple subject) teaching major and a minimum of 30 semester credits for a single subject teaching major for elementary teacher certification. Four teaching majors are available for prospective elementary school teachers:

Group (multiple subject) teaching majors
    Language Arts
    Social Studies
    Integrated Science

Single subject teaching major
    Mathematics

These majors, which are housed in the College of Education, provide prospective elementary teachers with the opportunity to focus academic studies in a set of closely allied subject areas that are central to the core curriculum in elementary and middle schools and that are aligned with Michigan Department of Education standards.  To enroll in one of these teaching majors, students must be admitted to the Elementary Teacher Certification Program in the College of Education.  The specific course requirements for each of the teaching majors are listed below.

Students in the special education major are recommended for elementary teaching certification and K-12 for their special education endorsement area.

MSU Disciplinary Majors for Elementary and Secondary Teacher Certification

The State of Michigan requires a minimum of 30 semester credits for a single–subject disciplinary teaching major, a minimum of 36 semester credits for a group disciplinary teaching major, and a minimum of 50 semester credits for  a comprehensive teaching major. If the minimum number of credits required for teacher certification is not required in the student’s disciplinary major, the student must complete additional credits as necessary for teacher certification. Comprehensive majors are not required to have a separate disciplinary minor.

All of the disciplinary majors are undergraduate majors.

Students in the art education, communicative sciences and disorders, and music education majors are recommended only for secondary teacher certification: K-12 endorsed subject area.

Below, the disciplinary majors that are available for teacher certification are identified, along with the colleges that administer them. Group disciplinary majors and comprehensive majors are also identified, and other information is provided.

Some of the disciplinary majors lead to the Bachelor of Arts or the Bachelor of Science degree. Either degree is appropriate for teacher certification.  The student should refer to the relevant college section for additional information about a given major.

MSU Disciplinary Teaching Minors for Elementary and Secondary Teacher Certification

The State of Michigan requires a minimum of 20 semester credits for a single–subject disciplinary teaching minor, and a minimum of 24 semester credits for a group subject disciplinary teaching minor, for elementary or secondary teacher certification. Below, the disciplinary teaching minors that are available for teacher certification are identified, and other information is provided.


Options for Acceptable Subject Matter Teaching Majors and Minors for Elementary Teaching Certifications

Teaching Majors Available for Elementary Teacher Certification

    Language Arts
    Social Studies
    Integrated Science
    Mathematics

Disciplinary Majors Available for Elementary Teacher Certification

Students electing to complete the requirements for an optional disciplinary teaching major in addition to their required teaching major should make their choices from the list below.

MAJOR COLLEGE
Arabic Arts and Letters
Chinese Arts and Letters
French Arts and Letters
German Arts and Letters
Japanese Arts and Letters
Spanish Arts and Letters
Special Education (Learning Disabilities)                Education

Disciplinary Teaching Minors Available for Elementary Teacher Certification

Students electing to complete a disciplinary teaching minor(s) in addition to their required major should make their choices from the list below.

MINOR COLLEGE
Arabic Arts and Letters
Chinese Arts and Letters
Computer Science Engineering
Early Childhood-General and Special Education Social Science
English Arts and Letters
French Arts and Letters
German Arts and Letters
History Social Science
Japanese Arts and Letters
Mathematics-Elementary Natural Science
Russian Arts and Letters
Spanish-Elementary Arts and Letters
Teaching English to Speakers of Other Languages Arts and Letters

Undergraduate Degree Majors Leading to Endorsements on an Elementary Teacher Certificate

MAJOR COLLEGE
Child Development Social Science
Special Education Education

Note that child development majors (with the teacher certification emphasis) and special education majors must also complete the requirements for a teaching major, the Planned Program for Elementary Education and all elementary program requirements as specified in the section above, Requirements for Teacher Certification. Child development and special education majors take Counseling, Educational Psychology and Special Education 240 in lieu of Teacher Education 250.

Language arts, social studies, and integrated science are group majors, requiring 36 or more semester credits.

A given course may not be counted toward both the credit requirements for the teaching major and the credit requirements for the Planned Program. Courses for optional teaching majors or minors may be double-counted, including credits toward the Planned Program.


Options for Acceptable Subject Matter Teaching Majors and Minors for Secondary Teaching Certification

Disciplinary Majors Available for Secondary Teacher Certification

MAJOR COLLEGE
Agriculture, Food and Natural Resources Education Agriculture and Natural Resources
Arabic Arts and Letters
Biological Science-Interdepartmental Natural Science
Chemistry Natural Science
Chinese Arts and Letters
Comparative Cultures and Politics James Madison College
Earth Science–Interdepartmental Natural Science
English Arts and Letters
French Arts and Letters
German Arts and Letters
History Education Social Science
Interdisciplinary Studies in Social Science: Social Science Education Social Science
International Relations James Madison College
Japanese Arts and Letters
Journalism Communication Arts and Sciences
Mathematics Natural Science
Mathematics, Advanced      Natural Science
Physical Science–Interdepartmental Natural Science
Physics Natural Science
Political Theory and Constitutional Democracy James Madison College
Social Relations and Policy James Madison College
Spanish Arts and Letters

Disciplinary Teaching Minors Available for Secondary Teacher Certification

MINOR COLLEGE
Agriculture, Food and Natural Resources Education Agriculture and Natural Resources
Arabic Arts and Letters
Biology Natural Science
Chemistry Natural Science
Chinese Arts and Letters
Computer Science Engineering
Earth Science Natural Science
Economics Social Science
English Arts and Letters
French Arts and Letters
Geography Social Science
German Arts and Letters
History Social Science
Italian Arts and Letters
Japanese Arts and Letters
Journalism Communication Arts and Sciences
Latin Arts and Letters
Mathematics-Secondary Natural Science
Physics Natural Science
Political Science Social Science
Psychology Social Science
Russian Arts and Letters
Sociology Social Science
Spanish-Secondary Arts and Letters
Teaching English to Speakers of Other Languages Arts and Letters

The economics, geography, and political science disciplinary teaching minors are available only to students pursuing a major in comparative cultures and politics, international relations, political theory and constitutional democracy, social relations and policy, interdisciplinary studies in social science: social science education, or history education.

Undergraduate Degree Majors Leading to K-12 Endorsements on a Secondary Teaching Certificate

MAJOR COLLEGE
Arabic Arts and Letters
Art Education Arts and Letters
Chinese Arts and Letters
Communicative Sciences and Disorders Communication Arts and Sciences 
Music Education Music

Agriculture, food and natural resources education is a group major requiring 36 or more semester credits.

Art education, comparative cultures and politics, interdisciplinary studies in social science: social science education, international relations, music education, physical science - interdeparmental, political theory and constitutional democracy, and social relations are comprehensive group majors requiring a minimum of 50 semester credits, and are exempt from the requirement to complete a separate teaching minor.

A given course may not be counted toward the credit requirements for both a disciplinary major and a disciplinary minor. Courses for an optional extra teaching minor or major may be double-counted.


Requirements for the Teaching Majors

Language Arts Teaching Major for Elementary Teacher Certification (36 to 46 credits)

At least 36 credits with a  minimum of 17 to 18 credits taken at the 300-400 level.

1. Language, Literacy, and Culture (11 to 15 credits):
a. One of the following courses (3 or 4 credits):
ENG 302 Introduction to English Language Studies 3
LIN 200 Introduction to Language 3
LIN 401 Introduction to Linguistics 4

One of these courses is also required for the Elementary Planned Program, but the credits will count toward Language Arts.

b. One of the following courses (3 credits):
ANP 420 Language and Culture 3
CSD 333 Oral Language Development 3
ENG 406 Topics in English LanguageStudies 3
LIN 424 Introduction to Phonetics and Phonology 3
LIN 434 Introduction to Syntax 3
LIN 437 Semantics and Pragmatics 3
LIN 450 Child Language Acquisition 3
LLT 346 Pedagogical English Grammar for English Teachers 3
PHL 360 Philosophy of Language 3

Communicative Sciences and Disorders 333 is required for special education majors.

c. Two of the following courses (6 to 8 credits):
COM 391 Topics in Verbal, Intercultural, or Gender Communication 4
IAH 231C Themes and Issues: Roles of Language in Society (D) 4
LIN 471 Sociolinguistics 3
LLT 307 Methods of Second and Foreign Language Teaching 3
LLT 361 Second and Foreign Language Learning 3
LLT 362 Child Second Language Learning 3
2. Writing, Rhetoric, and Design (6 to 8 credits):
a. One of the following courses (3 credits):
ENG 223 Introduction to Creative Nonfiction Writing 3
ENG 226 Introduction to Creative Writing 3
ENG 228 Introduction to Fiction Writing 3
ENG 229 Introduction to Poetry Writing 3
ENG 232 Writing as Exploration 3
JRN 200 Writing and Reporting News I 3
TE 458 Reading, Writing, and Teaching Poetry 3
WRA 260 Rhetoric, Persuasion, and Culture 3
WRA 308 Invention in Writing 3
WRA 320 Technical Writing (W) 3
b. One of the following courses (3 or 4 credits):
CEP 416 Teaching and Learning with Technology 3
JRN 310 Photojournalism 3
JRN 336 Designing for Print and Digital Media 3
JRN 409 Advising Student Publications 3 or 4
JRN 445 Images and Messages 3
JRN 491 Journalism Skills Topics 3
STA 110 Drawing I 3
STA 113 Color and Design 3
STA 114 Three-Dimensional Form 3
STA 371 Art, Education and Society 3
WRA 210 Introduction to Web Authoring 3
WRA 360 Visual Rhetoric 4
3. Text, Media, and Interpretation (12 to 16 credits)
Two courses must be at the 300-400 level:
a. One of the following courses (3 or 4 credits):
ENG 126 Introduction to Literary Genres 4
ENG 129 Introduction to Reading Poetry 4
ENG 203 Genres and Themes 3
ENG 204 Topics in North American Literatures 3
ENG 205 Topics in British Literatures 3
ENG 206 Topics in Global Literatures 3
ENG 210 Foundations of Literary Study I 3
ENG 314 Readings in North American Literature 3
ENG 315 Readings in British Literatures 3
ENG 316 Readings in Irish Literature and Culture 3
b. One or two of the following courses (3 to 8 credits):
COM 275 Effects of Mass Communication 3
ENG 130 Film and Society 4
ENG 140 Literature and Society 4
ENG 142 Introduction to Popular Literary Genres 4
ENG 231 Film and Literature 4
ENG 342 Readings in Popular Literary Genres 3
ENG 478A Literature, Technology, and Representation 3
ENG 478B Literature and Visual Culture 3
FLM 230 Introduction to Film 3
FLM 355 Studies in Film Genres 3
FLM 380 Classical Film and Media Theory 3
JRN 108 The World of Media 3
WRA 260 Rhetoric, Persuasion, and Culture 3
WRA 415 Digital Rhetoric 3
c. One or two of the following courses (3 to 8 credits):
CLA 360 Ancient Novel in English Translation (W) 3
ENG 153 Introduction to Women Authors 4
ENG 218 Introduction to Shakespeare 3
ENG 318 Readings in Shakespeare 3
ENG 320A Methodologies of Literary History: Genre 4
ENG 320B Methodologies of Literary History: Region, School, or Movement 4
ENG 320C Methodologies of Literary History: Canon Formation 4
ENG 323 Readings in Non-Fiction 3
ENG 324 Readings in Epic 3
ENG 326 Readings in Drama and Performance Studies 3
ENG 328 Readings in Novel and Narrative 3
ENG 329 Readings in Poetry and Poetics 3
ENG 350 Readings in African, African-American, or African Diaspora Literature 3
ENG 351 Readings in Chicano and Latino Literatures  3
ENG 352 Readings in Asian or Asian American Literature 3
ENG 353 Readings in Women Writers 3
ENG 354 Readings in Native American Literature 3
ENG 355 Readings in Sexuality and Literature 3
ENG 356 Readings in Jewish Literature 3
RUS 231 19th-Century Russian Literature in Translation 3
RUS 232 20th-Century Russian Literature in Translation 3
TE 448 Issues of Diversity in Children’s and Adolescent Literature 3
4. Speech, Performance, and Communication (3 or 4 credits):
a. One of the following courses (3 or 4 credits):
CEP 460 Communication Skill Training for the Helping Professional 3
COM 100 Human Communication 3
COM 225 An Introduction to Interpersonal Communication 3
COM 240 Introduction to Organizational Communication 4
TE 430 Introduction to Arts in the Classroom 3
TE 431 Learning Through Drama 3
TE 432 Learning Through Movement 3
THR 101 Acting I 3
THR 421 Creative Dramatics 3
THR 422 Children’s Theatre 3
5. Children's Literature (3 credits):
a. The following course (3 credits):
TE 348 Reading and Responding to Children's Literature 3

This course is also required for the Elementary Planned Program but the credits will count towards Language Arts.

6. Electives. Additional credits in courses in English, linguistics, language learning and teaching, communications, journalism, theatre, or writing, rhetoric, and American cultures as needed to satisfy the requirement of at least 36 credits in this teaching major.

Social Studies Teaching Major for Elementary Teacher Certification

The following requirements for the major (49 credits):
1. All of the following courses (46 credits):
EC 201 Introduction to Microeconomics 3
EC 202 Introduction to Macroeconomics 3
GEO 204 World Regional Geography 3
GEO 221 Introduction to Geographic Information 3
GEO 330 Geography of the United States and Canada 3
GEO 333 Geography of Michigan and the Great Lakes Region 3
HST 140 World History to 1500 4
HST 150 World History since 1500 4
HST 201 Historical Methods and Skills 3
HST 202 U.S. History to 1876 4
HST 203 U.S. History since 1876 4
HST 320 History of Michigan 3
PLS 100 Introduction to American Politics 3
PLS 140 Introduction to Comparative Politics 3
2. One of the following courses (3 credits):
HST 310 African American History to 1876 3
HST 311 African American History since 1876 3
HST 312 African American Women 3
HST 313 Women in the United States to 1869 3
HST 314 Women in the United States since 1869 3
HST 327 History of Mexican Americans in the United States 3
HST 378 Native Americans in North American History to 1830 3
HST 379 Native Americans in North American History from 1830 3

Integrated Science Teaching Major For Elementary Teacher Certification (56 to 59 credits)

1. All of the following biology courses (17 credits):
BS  161 Cell and Molecular Biology 3
BS 162 Organismal and Population Biology 3
BS  171 Cell and Molecular Biology Laboratory 2
BS  172 Organismal and Population Biology Laboratory 2
IBO 355 Ecology 3
PSL 250 Introductory Physiology 4
Students may use Biological Science 161 and 171 to satisfy the Integrative Studies in Biological Sciences and laboratory components of the University’s Integrative Studies requirement 
2. All of the following chemistry courses (8 credits):
CEM  141 General Chemistry  4
CEM  142 General and Inorganic Chemistry  3
CEM  161 Chemistry Laboratory I 1
Students may use 3 credits of Chemistry 141 to satisfy the Integrative Studies in Physical Sciences component of the University’s Integrative Studies requirement. 
3. All of the following earth science courses (10 credits):
AST 207 The Science of Astronomy 3
GEO 203 Introduction to Meteorology 3
GLG  201 The Dynamic Earth  4
4. One of the following mathematics courses (3 or 5 credits):
MTH  114 Trigonometry 3
MTH 116 College Algebra and Trigonometry 5
5. All of the following natural science courses (7 credits):
ISE 120 Seminar in Integrated Science for Elementary Schools 1
ISE 320 Integrated Science for Elementary Schools 3
ISE 420 Integrated Science Research 3
6. All of the following physics courses (8 credits):
PHY  231 Introductory Physics I  3
PHY  232 Introductory Physics II  3
PHY  251 Introductory Physics Laboratory I  1
PHY  252 Introductory Physics Laboratory II 1
7. One of the following statistics courses (3 or 4 credits):
STT 200 Statistical Methods 3
STT  201 Statistical Methods  4


Integrated Science, Secondary Education, Comprehensive Endorsement

A secondary education endorsement in Integrated Science is available for students in the undergraduate teaching certification program who are working on their initial certification. This endorsement must be completed in combination with either an approved science major or approved science minor at Michigan State University. When completed with a science major, the Integrated Science courses as a comprehensive teaching endorsement of 50 or more credits waives the requirement for a separate additional minor. Students interested in completing the Integrated Science secondary endorsement should contact an advisor in the College of Education, 134 Erickson Hall, for more information.

 

Mathematics Teaching Major for Elementary Teacher Certification

1. All of the following courses (28 credits):
MTH 132 Calculus I 3
MTH 133 Calculus II 4
MTH 201 Elementary Mathematics for Teachers I 3
MTH 202 Elementary Mathematics for Teachers II 3
MTH 301 Foundations of Higher Mathematics 3
MTH 304 Algebra for Elementary and Middle School Teachers 3
MTH 305 Functions and Calculus for Elementary and Middle School Teachers (W) 3
MTH 330 Higher Geometry 3
MTHE 430 History of Mathematics 3
For Elementary Mathematics Teaching Majors, Mathematics 201 and 202 will count for 0 credits in the planned program.
2. One of the following courses (4 credits):
STT 201 Statistical Methods 4
STT 250 Statistics and Probability for K-8 Teachers 4

Requirements for the Disciplinary Teaching Minors


Agriculture, Food and Natural Resources Education

Agriculture, Food and Natural Resources Education

               
ABM 100 Decision-making in the Agri-Food System 3
ANS 110 Introductory Animal Agriculture 4
CSS 101 Introduction to Crop Science 3
CSS 210 Fundamentals of Soil and Landscape Science 3
CSUS 200 Introduction to Sustainability 3
CSUS 322 Leadership for Community Sustainability 3
CSUS 343 Community Food and Agricultural Systems 3
HRT 203 Principles of Horticulture
3
            Total 25

 


Arabic

Arabic

Complete a minimum of 20 credits form the following:
1. All of the following courses:
ARB 201 Second-Year Arabic I 5
ARB 202 Second-Year Arabic II 5
ARB 301 Third-Year Arabic I 4
2. One of the following courses:
ARB 360 Arabic Language and Society 3
ARB 460 Special Topics in Arabic Culture (W) 3
ARB 461 Introduction to Arabic Literature (W) 3
3. The following course:
LLT 307 Second and Foreign Language Teaching 3
Total 20

Biology

Biology

One of the following groups of courses (9 or 10 credits):
(1) BS 161 Cell and Molecular Biology 3
BS 162 Organismal and Population Biology 3
BS 171 Cell and Molecular Biology Laboratory 2
BS 172 Organismal and Population Biology Laboratory 2
(2) BS 181H Honors Cell and Molecular Biology 3
BS 182H Honors Organismal and Population Biology 3
BS 191H Honors Cell and Molecular Biology Laboratory 2
BS 192H Honors Organismal and Population Biology Laboratory 2
(3) LB 144 Biology I: Organismal Biology 4
LB 145 Biology II: Cellular and Molecular Biology 5
All of the following courses (14 to 16 credits):
IBIO 341 Fundamental Genetics 4
IBIO 355 Ecology 3
IBIO 355L Ecology Laboratory (W) 1
PSL 250 Introductory Physiology 4
Or
PSL 310 Physiology for Pre-Health Professionals 4
Or
PLB 301 Introductory Plant Physiology 3
BMB 200 Introduction to Biochemistry 4
Or
MMG 301 Introductory Microbiology 3
Total 23 to 26

Chemistry

Chemistry

               
One of the following sequences:
CEM 151 General and Descriptive Chemistry 4
and
CEM 152 Principles of Chemistry 3
or
CEM 141 General Chemistry 4
and
CEM 142 General and Inorganic Chemistry 3
Required Courses:
CEM 161 Chemistry Laboratory I 1
CEM 162 Chemistry Laboratory II 1
CEM 262 Quantitative Analysis 3
One of the following sequences:
CEM 251 Organic Chemistry I 3
and
CEM 252 Organic Chemistry II 3
and
CEM 255 Organic Chemistry Laboratory 2
or
CEM 351 Organic Chemistry I 3
and
CEM 352 Organic Chemistry II 3
and
CEM 355 Organic Laboratory I 2
The following course:
CEM 383 Introductory Physical Chemistry I 3
Total 23

Chinese

               
CHINESE    
1. All of the following courses:    
  CHS 201 Second-Year Chinese I 5
  CHS 202 Second-Year Chinese II 5
  CHS 301 Third-Year Chinese I 4
  CHS 302 Third-Year Chinese II 4
  LLT 307 Methods of Teaching English to Speakers of Other Languages 3
2. One of the following courses:  
  CHS 350 Studies in Chinese Language 3
  CHS 366 Chinese Culture: Tradition and Modernity (W) 3
  CHS 401 Fourth-Year Chinese I 3
  CHS 402 Fourth-Year Chinese II 3
  CHS 466 Modern Chinese Literature and Films (W) 3
            Total 24

Computer Science

Computer Science

All of the following courses (19 credits)
CSE 131 Introduction to Technical Computing 3
CSE 231 Introduction to Programming I 4
CSE 232 Introduction to Programming II 4
CSE 260 Discrete Structures in Computer Science 4
CSE 320 Computer Organization and Assembly Language Programming 4
One additional 300-400 level course in the Department of Computer Science and Engineering selected from the following: CSE 331, CSE 410, CSE 420, or CSE 460. The total credits for the teaching minor will be 22 or 23 credits.
CSE 131, 231, 232, 260, and 320 will be available without restriction to students who meet the prerequisites. Students will need to submit a plan for the teaching minor to the Department of Computer Science and Engineering. If the student’s overall grade-point average and technical grade-point average (courses in mathematics, the physical and biological sciences, and engineering) meet the standards required of Computer Science majors for admission to upper level studies, the student’s plan will be approved, and the Department of Computer Science and Engineering will approve access to additional Computer Science and Engineering courses in the minor.

Early Childhood-General and Special Education

Early Childhood-General and Special Education

CEP 240 Diverse Learners in Multicultural Perspective 3
HDFS 211 Child Growth and Development 3
HDFS 320 Interaction with Children in Groups 3
HDFS 320L Interaction with Children-Laboratory 1
HDFS 321 Curriculum for Children (W) 3
HDFS 321L Curriculum for Children-Laboratory 1
HDFS 322 Infant Development and Program Planning 3
HDFS 421 Assessment of the Young Child 3
HDFS 424 Student Teaching in an Early Childhood Program 6
  Total 26

Earth Science

Earth Science

               
GLG 201 The Dynamic Earth 4
GLG 303 Oceanography 4
GLG 304 Physical and Biological History of the Earth 4
GLG 401 Plate Tectonics (W) 4
AST 207 The Science of Astronomy 3
GEO 203 Introduction to Meterology 3
Total 22

Economics

Economics

(Available only to students pursuing a major in comparative cultures and politics, international relations, political theory and constitutional democracy, social relations and policy, interdisciplinary studies in social science, interdisciplinary studies in social science: social science education, or history with a teacher certification option)

         
EC 201 Introduction to Microeconomics 3
EC 202 Introduction to Macroeconomics 3
EC 301 Intermediate Microeconomics 3
EC 302 Intermediate Macroeconomics 3
Electives from Economics Courses at 300 or 400 level 9
            Total 21

English

English

1. Both of the following courses (6 credits):
ENG 210 Foundations of Literary Study I 3
ENG 302 Introduction to English Language Studies 3
2. One of the following courses (3 credits):
ENG 308 Readings in Literature for Young Adults 3
TE 348 Reading and Responding to Children's Literature 3
Students pursuing elementary certification must take TE 348.
Students pursuing secondary certification must take ENG 308.
3. One of the following courses (3 or 4 credits):
ENG 280 Foundations of Literary Study II 3
FLM 230 Introduction to Film 4
4. One of the following courses (4 credits):
ENG 320A Methodologies of Literary History: Genre 4
ENG 320B Methodologies of Literary History: Region, School, or Movement 4
ENG 320C Methodologies of Literary History: Canon Formation 4
5. One of the following courses (3 or 4 credits):
ENG 360 Studies in Postcolonial and Diaspora Literature (W) 3
ENG 362 Studies in Modern/Contemporary Literature (W) 3
ENG 364 Studies in 18th-/19th-Century Literature (W) 3
ENG 368 Studies in Medieval/Early Modern Literature (W) 3
ENG 408 Socio-Psycholinguistic Approaches to Reading in the Disciplines 4
Students pursuing elementary certification may not select ENG 408.
6. At least one 300-400 level ENG course (3 or 4 credits).
Students pursuing elementary certification may not use ENG 413, 490 or 493 to meet this requirement. Students pursuing secondary certification may not use ENG 490 or 493 to meet this requirement. Students may substitute TE 448 Issues of Diversity in Children's and Adolescent Literature, to fulfill this requirement.
Total 22 to 25

French

French

FRN 320 Self-Expression in Writing (W) 3
FRN 321 Oral Expression 3
FRN 330 French Phonetics 3
FRN 340 Introduction to Reading French Literature (W) 3
FRN 415 Introduction to French Studies I: Metropolitan France 3
FRN 416 Introduction to French Studies II: Francophone Cultures 3
FRN 425 Advanced Studies in French Language 3
or
FRN 430 French Linguistics 3
LLT 307 Methods of Second and Foreign Language Teaching 2
Total 24

Geography

Geography
(Available only to students pursuing a major in comparative cultures and politics, international relations, political theory and constitutional democracy, social relations and policy, interdisciplinary studies in social science, interdisciplinary studies in social science: social science education, or history with a teacher certification option)

               
GEO 204 World Regional Geography 3
GEO 206 Physical Geography 3
GEO 206L Physical Geography Laboratory 1
GEO 221 Introduction to Geographic Information 3
GEO 330 Geography of the United States and Canada 3
GEO 333 Geography of Michigan and the Great Lakes Region 3
One of the following courses:      
GEO 113 Introduction to Economics Geography 3
GEO 151 Cultural Geography 3
One additional course in Geography at the 300 or 400 level 3
            Total 22
Students enrolled in the disciplinary teaching minor in geography must have their programs approved by the department.  

German

German

               
1. Two of the following courses:  
  GRM 301 Third-Year German I 3
  GRM 302 Third-Year German II 3
  GRM 311 Business German I 3
2. All of the following courses:  
  GRM 341 German Literature and Culture Before 1918 3
  GRM 342 German Literature and Culture since 1918 3
  GRM 420 Advanced German (W) 3
  GRM 460 Linguistic Analysis of Modern German 3
  GRM 461 Teaching German Language and Culture 3
  LLT 307 Methods of Second and Foreign Language Teaching 3
            Total 24

History

History

The student must complete all of the following courses:
GEO 204 World Regional Geography 3
GEO 221 Introduction to Geographic Information 3
GEO 330 Geography of the United States and Canada 3
HST 140 World History to 1500 4
HST 150 World History since 1500 4
HST 201 Historical Methods and Skills 3
HST 202 U.S. History to 1876 4
HST 203 U.S. History since 1876 4
HST 320 History of Michigan 3
Total 31

Italian

Italian

               
ITL 201 Second–Year Italian I 4
ITL 202 Second–Year Italian II 4
ITL 320 Advanced Grammar and Composition 3
ITL 340 Phonetics and History of the Italian Language 3
ITL 350 Introduction to Italian Literature 3
One of the following:
ITL 330 Italian Culture and Civilization 3
ITL 360 Topics in Italian Language and Culture 3
Total 20

Japanese

Japanese

               
All of the following courses (24 credits):  
JPN 201 Second–Year Japanese I 5
JPN 202 Second–Year Japanese II 5
JPN 301 Third–Year Japanese I 4
JPN 302 Third–Year Japanese II 4
JPN 369 Introduction to Japanese Literature and Culture 3
LLT 307 Methods of Teaching English to Speakers of Other Languages 3
            Total 24

Journalism

Journalism

               
JRN 200 News Writing and Reporting I 4
JRN 310 Photojournalism I 3
JRN 336 Publication Design I 3
JRN 430 News and the Law 3
JRN 409 Topics in Advising Student Publications 3
Electives approved by the School 4
Total 20
Students are encouraged to choose electives from the following list:
JRN 305 News Editing 3
JRN 306 Broadcast News I 4
JRN 325 History of Journalism 3

Latin

Latin

               
One of the following courses:  
LTN 206 Nepos and Latin Prose 3
LTN 211 Livy and Roman Historiography 3
One of the following courses:        
LTN 208 Catullus and Lucretius 3
LTN 221 Virgil and Latin Poetry 3
One of the following courses:        
LTN 306 The Works of Cicero (W) 3
LTN 311 Augustine and His Age (W) 3
One of the following courses:        
LTN 308 Roman Comedy (W) 3
LTN 321 The Works of Ovid (W) 3
One of the following courses:        
LTN 406 Senior Seminar: Tacitus (W) 3
LTN 408 Senior Seminar: Virgil (W) 3
LTN 411 Senior Seminar: Petronius and Apuleius (W) 3
LTN 421 Senior Seminar: Horace (W) 3
All of the following courses:        
CLA 310 Roman Civilization 3
HST 331 Ancient Roman History 200 BCE to 500 CE 3
LTN 499 Senior Thesis  1
            Total 22

Mathematics-Elementary

Mathematics-Elementary

               
All of the following courses:
MTH 132 Calculus I 3
MTH 133 Calculus II 4
MTH 301 Foundations of Higher Mathematics 3
MTH 330 Higher Geometry 3
SME 430 History of Mathematics 3
STT 201 Statistical Methods 4
Total 20

Mathematics-Secondary

Mathematics-Secondary

               
1. All of the following courses (11 credits):  
  MTH 132 Calculus I   3
  MTH 133 Calculus II   4
  MTH 234 Multivariable Calculus 4
2. One of the following, either a. or b. (3 or 7 credits):  
  a. MTH 299 Transitions 4
    MTH 309 Linear Algebra 3
  b. MTH 317H Honors Linear Algebra 3
3. One of the following courses (3 credits):  
  MTH 330 Higher Geometry 3
  MTH 432 Axiomatic Geometry 3
4. One of the following courses (3 credits):  
  STT 351 Probability and Statistics for Engineering 3
  STT 441 Probability and Statistics I: Probability 3
  STT 430 Introduction to Probability and Statistics 3
            Total 20 to 24

Physics

Physics

               
PHY 183 Physics for Scientists and Engineers I 4
PHY 184 Physics for Scientists and Engineers II 4
PHY 191 Physics Laboratory for Scientists, I 1
PHY 192 Physics Laboratory for Scientists, II 1
PHY 215 Thermodynamics and Modern Physics 3
PHY 431 Optics I 3
PHY 440 Electronics 4
            Total 20

Political Science

Political Science
(Available only to students pursuing a major in Comparative Cultures and Politics, International Relations, Political Theory and Constitutional Democracy, Social Relations and Policy, Interdisciplinary Studies in Social Science, Interdisciplinary Studies in Social Science: Social Science Education, or History with a teacher certification option.)

               
All of the following courses (12 credits):  
PLS 100 Introduction to American National Government 3
PLS 140 Government and Politics of the World
3
PLS 160 Introduction to International Relations 3
PLS 170 Introduction to Political Philosophy 3
At least three of the following courses (9 or 10 credits):  
PLS 301 American State Government 3
PLS 302 Urban Politics 3
PLS 304 Minority Politics 3
PLS 310 Public Bureaucracy in the Public Policy Process 3
PLS 313 Public Policy Analysis 3
PLS 320 The American Judicial Process 3
PLS 321 American Constitutional Law 3
PLS 322 Comparative Legal Systems 3
PLS 323 Religion and Politics 4
PLS 324 American Legislative Process 3
PLS 325 American Executive Process 3
PLS 331 Political Parties and Interest Groups 3
PLS 333 Political Socialization and Public Opinion 3
PLS 334 Campaigns and Elections 3
PLS 342 Comparative Political Economy 3
PLS 344 Politics in the Third World 3
PLS 351 African Politics 3
PLS 352 Latin American Politics 3
PLS 354 Politics of Asia 3
PLS 356 West European Politics 3
PLS 357 Politics of English Speaking Democracies 3
PLS 358 Politics of the U.S.S.R. and Its Successor States 3
PLS 362 Foreign Policy 3
PLS 363 International Political Conflict 3
PLS 364 International Organization and Cooperation 3
PLS 371 Classical Political Philosophy 3
PLS 372 Modern Political Philosophy 3
PLS 377 American Political Thought 3
            Total 21 or 22

Psychology

Psychology

               
PSY 101 Introductory Psychology 4
PSY 200 Cognitive Psychology 3
PSY 209 Brain and Behavior 3
PSY 235 Social Psychology 3
PSY 244 Developmental Psychology:  Infancy through Childhood 3
PSY 295 Data Analysis in Psychological Research 3
PSY 424 Child and Family Psychopathology 3
or
PSY 344 Developmental Psychology:  Adolescent Through Youth 3
Total 22

Russian (this program is in moratorium effective Fall 2017 through Spring 2018)

Russian

RUS 201 Second–Year Russian I 4
RUS 202 Second–Year Russian II 4
RUS 301 Third–Year Russian I 3
RUS 302 Third–Year Russian II 3
RUS 401 Fourth–Year Russian I 3
RUS 402 Fourth–Year Russian II 3
LL 380 Methods of Teaching Foreign Languages 3
Total 23

Sociology

Sociology

               
Each of the following:
SOC 100 Introduction to Sociology 4
SOC 241 Social Psychology 3
SOC 313 Education and Society 3
SOC 488 Sociological Theory 3
One of the following:
SOC 215 Race and Ethnicity 3
SOC 216 Sex and Gender 3
SOC 330 Social Stratification 3
Two elective courses at the 300–400 level 6
Total 22

Spanish-Elementary

Spanish-Elementary

               
LLT 307 Methods of Teaching English to Speakers of Other Languages 3
SPN 310 Basic Spanish Grammar 3
SPN 320 Cultural Readings and Composition (W) 3
SPN 330 Phonetics and Pronunciation 3
SPN 342 Media and Conversation 3
SPN 350 Introduction to Reading Hispanic Literature (W) 3
SPN 440 The Structure of Spanish 3
One of the following courses:        
SPN 420 Spain and its Literature 3
SPN 432 Latin America and its Literature 3
            Total 24

Spanish-Secondary

Spanish-Secondary

               
SPN 310 Basic Spanish Grammar 3
SPN 320 Cultural Readings and Composition (W) 3
SPN 330 Phonetics and Pronunciation 3
SPN 342 Media and Conversation 3
SPN 350 Introduction to Reading Hispanic Literature (W) 3
SPN 412 Topics in Hispanic Culture 3
SPN 440 The Structure of Spanish 3
One of the following courses:  
SPN 420 Spain and its Literature 3
SPN 432 Latin America and its Literature 3
            Total 24

Teaching English to Speakers of Other Languages

Teaching English to Speakers of Other Languages

               
1. One of the following courses (3 or 4 credits):
LIN 200 Introduction to Language 3
LIN 401 Introduction to Linguistics 4
2. All of the following courses (14 credits):
LLT 307 Methods of Teaching English to Speakers of Other Languages 3
LLT 346 Pedagogical English Grammar for English Teachers 3
LLT 361 Second and Foreign Language Learning 3
TE 494 Field Experience in Teacher Education 5
3. Complete either a. or b. (3 or 7 credits):
a. ANP 420 Language and Culture 3
b. COM 391 Topics in Verbal, Intercultural, or Gender Communication 4
LIN 471 Sociolinguistics 3
Total 20 to 25
The Teaching English to Speakers of Other Languages minor must be completed in combination with an academic core major. Students should see an academic advisor in the College of Education for more information.

Teacher Certification Regulations in the State of Michigan

All persons teaching in Michigan public schools must be certified by the State Board of Education. Candidates who complete an approved teacher education program apply for teacher certification and are recommended to the State of Michigan by the university. Holders of the Michigan Elementary Provisional Teaching Certificate are eligible to teach in the State of Michigan grades K–5 all subjects, K–8 Self–Contained Classrooms and grades 6–8 in subject areas.  Holders of the Michigan Secondary Provisional Teaching Certificate are eligible to teach in the State of Michigan grades 6–12 in subject areas and grades K–12 in specified subject areas.

In order for Michigan State University to recommend a person for a teaching certificate, that person must complete the requirements for the teacher certification program including the Internship Year Studies Program.

Initially, Michigan Provisional Teaching Certificates, elementary or secondary, are recommended by Michigan State University upon the satisfactory completion of program requirements and are generally valid for six years.

To be qualified to teach at the expiration of the provisional certificate, one must either qualify for a professional education certificate or for the renewal of the provisional certificate. Ultimately, teachers must fulfill the requirements for the Michigan Professional Education Certificate. Current requirements for advancing to the Professional Education Certificate or renewing a Provisional Certificate can be found on the Michigan Department of Education Web site at: http://www.michigan.gov/mde.

The detailed requirements for teacher certification are not set forth here.  Students who plan to teach should consult their academic advisors early in their programs of study to obtain information about the requirements for the particular teaching certificate in which they are interested. Admission to the teacher certification program requires application and satisfaction of minimum admission requirements. Refer to Admission to the Teacher Certification Program under Teacher Certification in the Department of Teacher Education section of this catalog for additional information.

Students who intend to pursue a teaching certificate should know that certification requires payment of a fee to the Michigan Department of Education. Payment of the fee is a certificate requirement that must be met prior to issuance of the teaching certificate. The Administrative Rules Governing the Certification of Michigan Teachers require that an application for certification must be made no later than five years after credit requirements have been met. Furthermore, the Administrative Rules Governing the Certification of Michigan Teachers ® 390.1201) states that:

  1. The state board may refuse to grant or renew, or may revoke or suspend for a fixed term, or may impose reasonable conditions on, a teaching certificate granted pursuant to these rules for the following reasons:
    (a) Fraud, material misrepresentation, or concealment in the application for a certificate.
    (b) Failure or ineligibility of the applicant or certificate holder to meet the criteria for eligibility for the certificate.
    (c) Conviction, as an adult, of an act of immoral conduct contributing to the delinquency of a child, or of a felony involving moral turpitude.
The College of Education solicits information that is used in making decisions regarding admission, continued enrollment in teacher certification programs, internship placements, and recommendations for teacher certification. Information concerning the procedures that the College follows in soliciting and acting on such information may be obtained in the College of Education Student Affairs office. Since the State of Michigan enters into reciprocal agreements with other states in regard to teacher certification, students should be aware that although other states have requirements similar to those of the State of Michigan, other states may impose additional requirements.

Students who intend to pursue a teaching certificate should also be apprised of the following:

(2) Beginning July 1, 1992, the State Board of Education shall only issue a teaching certificate to a person who has passed all portions of the Michigan Test for Teacher Certification (MTTC) as follows:
(a) For a secondary level teaching certificate, has passed both a basic skills test and the appropriate available subject area test for each subject area (major or minor) in which he or she applies to be certified. At the secondary level, completion of course work for at least one major and one minor are required.
(b) For an elementary level teaching certificate, has passed a basic skills test and the elementary certification test, and has passed the appropriate available subject area test for each subject area, if any, in which he or she applies to be certified.
(10) The Michigan Department of Education, or if approved by the state board, a private testing service, may assess fees for taking a basic skills test, the elementary certification test, and the subject area tests.

 

Endorsements

Persons who hold a valid State of Michigan teaching certificate may earn additional certificate endorsements.  Certificate endorsements signify that the certificate holder is highly qualified to teach in the endorsement area at the appropriate grade levels.

The holder of an elementary or secondary provisional, permanent, continuing or professional education certificate may qualify for an additional endorsement by meeting the course work requirements for any Michigan State University disciplinary teaching major or minor. The planned program for meeting course work requirements must include a minimum of 20 semester hours and be approved by a College of Education advisor. In addition to completing required course work in the endorsement area, the candidate must pass the corresponding MTTC subject test.

A K-12 reading specialist (BR) endorsement or an elementary or secondary reading (BT) endorsement can be obtained by completing the requirements for Michigan State University's Master of Arts degree program in Teaching and Curriculum and a Graduate Specialization in Literacy and Language Instruction. A K-12 special education endorsement can be obtained in learning disabilities or autism spectrum disorders by completing the requirements for Michigan State University's Master of Arts degree program in Special Education. A K-12 special education endorsement may be placed on either an elementary or secondary teaching certificate. A elementary or secondary Educational Technology (NP) endorsement can be added to an elementary or secondary certificate, respectively, by completing the requirements for Michigan State University's Master of Arts degree program in Educational Technology or by completing a prescribed 21-credit program in educational technology. An English as a Second Language endorsement can be added to either an elementary or a secondary certificate by completing the requirements for Michigan State University's Master of Arts degree program in Teaching and Curriculum or by completing a prescribed 23 credit program in English as a Second Language. A vocational endorsement in agricultural education can be obtained by meeting specified requirements.

To be recommended for certification, students completing course work required for endorsement areas must pass the appropriate Michigan Test for Teacher Certification Subject Test. Individuals who are interested in seeking additional endorsements must contact an academic advisor in the Office of Student Affairs, College of Education.
 


Graduate Study

Graduate study in the Department of Teacher Education leads to the Master of Arts or Doctor of Philosophy degree. Graduate Specializations are also available in Language and Literacy Education for doctoral students, Literacy and Language Instruction for master's students, and in K-12 English as a Second Language for master's students. Graduate certificates at the doctoral level are also available in Science Education, Urban Education, English Language Learner Education, and Qualitative Research Methods.
 


Teaching and Curriculum - Master of Arts

The master’s program in teaching and curriculum is designed principally for persons who wish to acquire advanced professional knowledge related to teaching and curriculum diverse learners in K–12 schools. The program is offered in face-to-face, online, and hybrid formats.

This master’s program in teaching and curriculum consists of (1) designated areas of integrated, practice-centered inquiry in professional, disciplinary, and foundational studies and (2) sustained, simultaneous inquiry in both university and public–school settings. The program is designed for certified teachers and other educators who wish to continue their professional studies in teaching and curriculum.

Students wishing to add an Arabic or an English as a Second Language endorsement, a Classroom Reading Teacher (BT) endorsement, or Reading Specialist certification (BR) to their Michigan teaching certificate, as part of their Master of Arts in Teaching and Curriculum program may do so by completing the specified requirements for this endorsement or certification that have been approved by the Michigan Department of Education.

The program also considers applications from students who wish to pursue Michigan teacher certification in tandem with earning the master’s degree in curriculum and teaching.  Such students need to apply to and be accepted into the Teacher Certification Program, through which they will meet current Michigan teacher certification requirements in a program of study and in a year-long internship that will be tailored to their teaching aspirations and their previous academic background.  [For additional information on the requirements for teacher certification and for admission into Michigan State University’s Teacher Certification Program, see the TEACHER CERTIFICATION section of this catalog.]

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

Applications for admission to the master's program are reviewed by faculty who look for evidence of appropriate preparation for advanced disciplinary and professional study at the master's level and the likelihood of academic success, as indicated by an applicant's prior educational record, work experience, statement of professional goals, letters of recommendation, and an assigned professional essay.

Requirements for the Master of Arts Degree in Teaching and Curriculum

The program is available only under Plan B (without thesis).  Students must complete 30 credits distributed as follows:

               
1. Professional Development and Inquiry Core (9 credits):  
  a. One of the following courses:  
    TE 807 Professional Development and Inquiry 3
    TE 808 Inquiry into Classroom Teaching and Learning 3
  b. One of the following courses:  
    TE 801 Professional Roles and Teaching Practice I 3
    TE 818 Curriculum in Its Social Context 3
    Students who have completed Teacher Education 801 in the College's Internship Year Studies program may use it to fulfill this requirement.
  c. One of the following capstone courses:  
    TE 870 Curriculum Design, Development, and Deliberation in Schools 3
    TE 872 Teachers as Teacher Educators 3
    TE 873 Literacy Leadership 3
2. Concentration (9 credits):  
  Complete 9 credits in course work selected from one of the following:  
  a. Three 3-credit courses at the 400-level or above from a list of approved courses available in the department.  
  b. Three 3-credit courses at the 400-level or above from one of the areas of concentration on an approved list available in the department.  
3. Electives (12 credits):  
  a. Three 3-credit Teacher Education courses at the 400-level or above from a list of approved courses available in the department. Students who have completed Teacher Education 802 and 804 in the College's Internship Year Studies program may use those courses to fulfill this requirement.  
  b. Three additional credits of electives as approved by the student's academic advisor.  
4. A synthesis paper acceptable to the student's examining committee.  This paper must be submitted near the end of the student's program of study. The submission of an acceptable synthesis paper and professional portfolio satisfies the University requirement of a final examination or evaluation.  
5. A professional portfolio developed by the student throughout the master’s program, beginning in Teacher Education 807 or 808. The portfolio is reviewed by two faculty members. A third reviewer is required if the first two reviewers do not reach consensus regarding the acceptability of the portfolio. The submission of an acceptable portfolio satisfies the University’s requirement of a final examination or evaluation.  



Curriculum, Instruction, and Teacher Education - Doctor of Philosophy

The doctoral program in curriculum, teaching, and educational policy is designed for persons who are interested in and show promise of becoming scholars and leaders in the domains of curriculum, instruction, and teacher education, and educational policy at the K–12 or college level, or in local, state, regional, national, or international institutions or agencies. The program is characterized by its interdisciplinary and interinstitutional perspectives on problems and issues of educational practice.

Doctoral students in curriculum, instruction, and teacher education link their areas of concentration with one or more of the following emphasis areas:

  1. Curriculum, Teaching, and Learning.
    Faculty and doctoral students who are associated with this emphasis area are interested in the interactive relationships among curriculum; the teaching and learning of school subjects; and the ideological, social, and disciplinary contexts of teaching and learning within and across subject areas.  The curriculum, teaching, and learning emphasis area supports concentration in language education, literacy, mathematics, science, and social studies. Among the areas of central inquiry are curriculum theories, history, design, and development; relationships between disciplines and school subjects; and debates about what knowledge is of most worth, for whom, and for what purposes.
  2. Educational Policy and Social Analysis.
    Faculty and doctoral students who are associated with this emphasis area share an interest in the critical analysis of educational policy.  The  courses that are related to the educational policy and social analysis emphasis area focus on a wide range of issues, including the social–historical contexts within which particular educational policies arise, the process by which educational policies are formulated, and the effects that educational policies produce.  In analyzing these issues, faculty and students draw on a wide range of perspectives from the social sciences.
  3. Teacher Education and Teacher Learning.
    Faculty and doctoral students who are associated with this emphasis area are concerned with the relationship between teacher education and teacher learning at the preservice, induction, and inservice levels.  The courses that are related to the teacher education and teacher learning emphasis area focus on the enterprise of teacher education, the practices of teacher educators, and the formal and informal learning of prospective, beginning, and experienced teachers over time and in different settings.

Students who are enrolled in the Doctor of Philosophy degree program in Curriculum, Instruction, and Teacher Education in the Department of Teacher Education may elect a specialization in language and literacy. For additional information, refer to the statement on Graduate Specialization in Language and Literacy below.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

Persons who hold degrees in a wide range of disciplines may apply for admission to the doctoral program. Applicants with limited backgrounds in education, however, may be required to complete collateral work in this field. Applicants must submit a sample of scholarly writing.

Review of applicants focuses on their study and experience in education, on the compatibility between their professional goals and the doctoral program, and on their potential for successful advanced degree work.

Requirements for the Doctor of Philosophy Degree in Curriculum, Instruction, and Teacher Education

Students must complete the following courses:

1. Core Proseminar sequence.  Both of the following courses:
TE 901 Proseminar in Curriculum, Instruction, and Teacher Education I 3
TE 902 Proseminar in Curriculum, Instruction, and Teacher Education II 3
2. Research Requirement - Educational inquiry and research.
a. The following course:
CEP 930 Educational Inquiry 3
b. One of the following courses in quantitative methodology:
CEP  932 Quantitative Methods in Educational Research I 3
TE 934 Introduction to Quantitative Methods in Educational Research 3
c. One of the following courses in conceptual or qualitative methodology:
TE 931 Introduction to Qualitative Methods in Educational Research 3
TE 939A Special Topics in Advanced Qualitative Methodology 3
TE 939B Advanced Qualitative Methods: Critical Ethnography 3
TE 939C Advanced Qualitative Methods: Discourse Analysis 3
TE 939D Advanced Qualitative Methods: Case Studies 3
TE 939E Advanced Qualitative Methods: Humanities Oriented Research 3
TE 939F Advanced Qualitative Methods: Phenomenology 3
TE 939G Advanced Qualitative Methods: Humanizing Research-Decolonizing Qualitative Inquiry 3
A course used to fulfill this requirement may not be used to fulfill another requirement.
d. One 3 or 4 credit course in advanced methodology approved in advance by the guidance committee.
e. A research practicum to be taken after the student has completed the courses referenced in items 2.a., 2.b., or 2.c. above:
TE 995 Research Practicum in Curriculum, Instruction, and Teacher Education 1 to 3
3. Core studies in education.
Three courses from a list of approved courses that are designed to provide broad and diverse perspectives on education. The approved list is available from the Department of Teacher Education.
4. Area of concentration.
At least five additional courses in the student's area of concentration.  Both the area and the related courses must be approved by the student's guidance committee.
5. Successful completion and defense of the dissertation. Students may not earn more than 30 credits in TE 999 Doctoral Dissertation Research.


English Language Learner Education - Graduate Certificate

The Graduate Certificate in English Language Learner Education is designed for students in doctoral programs who wish to gain a comprehensive understanding of the multiple complexities in educating English Language Learners (ELL) including the influence of the socio-historical, local, and policy contexts and the challenges of teaching learners with diverse levels of English proficiency and prior formal schooling experiences in both English as a second language and content-area classrooms. The graduate certificate provides an overview of the different sociocultural, socio-historical, and sociopolitical factors that influence ELL education; demonstrates different theories, methods, and program models in English as a second language teaching, bilingual education, and content-area teaching; stresses the importance of affirming the linguistic and cultural diversity of ELL’s; and offers the knowledge-base and skills in ELL education that students can apply in their own research and teaching in the field of education.

Admission

To be considered for admission to the Graduate Certificate in English Language Learner Education students must be pursuing a doctoral degree program within the College of Education.

Requirements for the Graduate Certificate in English Language Learner Education

Students must complete 12 credits from the following:

                       
1.     Four of the following courses (12 credits):    
      EAD 907 Educational Policy for Immigrant and ELL Students 3
      LLT 808 Assessment for Language Teaching and Research 3
      LLT 860 Second Language Acquisition   3
      SOC 852 Migration and Social Change   3
      TE 904 ELL/ESL Research and Practice: K-12 3
      TE 908 Sociohistorical Perspectives on English Language Learners and Second Language Education in the U.S. 3
      TE 909 English Language Learners in Content Areas: Constructing Research Communities and Resources 3
      Students who wish to take an alternative course (3 or 4 credits) on English Language Learners in substitution of a course above must request formal permission from the graduate certificate program faculty. Only one substitution request will be accepted.  
2.     An English Language Learners Education research project focusing on issues related to teaching and learning, curriculum, policy, counseling, or leadership as they pertain to understanding problems, issues, and potential solutions in ELL education. This requirement can be met through a student’s doctoral research practicum requirement or through an independent study project arrangement with a faculty member. The project’s topic must be preapproved by the certificate program faculty. The project must result in a paper with a minimum length of 25 pages with references.  


Qualitative Research Methods - Graduate Certificate

The Graduate Certificate in Qualitative Research Methods is designed for doctoral students enrolled in College of Education doctoral programs. It focuses on enhancing doctoral students’ theoretical and practical preparation and expertise in conceiving, designing, conducting, analyzing, and reporting qualitative research studies as well as preparing them to teach both introductory and advanced courses in qualitative research methods when assuming faculty positions elsewhere.

Admission

To be considered for admission to the Graduate Certificate in Qualitative Research Methods students must be pursuing a doctoral degree program within the College of Education.

Requirements for the Graduate Certificate in Qualitative Research Methods

Students must complete 15 credits from the following:

                       
1.     Both of the following courses (6 credits):      
      CEP 930 Educational Inquiry       3
      TE 931 Introduction to Qualitative Methods in Educational Research 3
2.     At least three of the following courses (9 credits):  
      HST 803 Seminar in Methodology of Historical Research 3
      SOC 985 Qualitative Field Research     3
      TE 938 Qualitative Data Analysis     3
      TE 939A Special Topics in Advanced Qualitative Methods 3
      TE 939B Advanced Qualitative Methods: Critical Ethnography 3
      TE 939C Advanced Qualitative Methods: Discourse Analysis 3
      TE 939D Advanced Qualitative Methods: Case Studies 3
      TE 939E Advanced Qualitative Methods: Humanities Oriented Research 3
      TE 939F Advanced Qualitative Methods: Phenomenology 3
      TE 939G Advanced Qualitative Methods: Humanizing Research: Decolonizing Qualitative Inquiry 3
      WRA 870 Research Methodologies in Rhetoric and Composition 3

Science Education - Graduate Certificate

The Graduate Certificate in Science Education, which is administered by the Department of Teacher Education in the College of Education, is designed for doctoral students who are interested in developing expertise in science education across and within a range of theoretical and methodological perspectives. Cognition, sociocultural, and feminist-critical perspectives along with both qualitative and quantitative methodologies are studied.

Persons who hold degrees in a wide range of disciplines may apply for admission to the certificate program. Applicants without sufficient science or science education background will be required to complete collateral course work or demonstrate proficiency through other means. Collateral course work will not count towards the certificate program. Review of applicants focuses on their study and experience in science and education, on the compatibility between their professional goals and the certificate program, and the potential for successful advanced degree work.

With approval of the College of Education, the certificate is available as an elective to any qualified student who is enrolled in a Doctor of Philosophy degree program in the College of Agriculture and Natural Resources, College of Natural Science, or the College of Education. Students must meet the requirements of the certificate specified below, in addition to the requirements for the student’s Doctor of Philosophy degree program.

Requirements for the Graduate Certificate in Science Education

               
1. Both of the following courses (9 credits):  
  TE 936 Topics in Research on Teaching and Learning Science 6
  TE 937 Topics in Social, Historical, Philosophical Foundations of Science Education 3
  Students will enroll in two 3-credit enrollments for Teacher Education 936.  
2. Students must complete a project under the supervision of a Teacher  Education science education faculty member. College of Education students may fulfill the project requirement through a science education-focused research practicum by enrolling in Teacher Education 995 for 1 to 3 credits. Students outside the College of  Education can meet this requirement by enrolling in a 1-credit section of Teacher Education 990 Independent Study experience with a Teacher Education faculty member.  


Graduate Specialization in K-12 English as a Second Language

The Graduate Specialization in K-12 English as a Second Language, which is administered by the Department of Teacher Education in the College of Education, is designed for students who aspire to become endorsed to teach English as a Second Language at the elementary and/or secondary level in a K-12 setting.

The graduate specialization is available to master’s students who are enrolled in the Master of Arts degree in Teaching and Curriculum, the Master of Arts degree in Education, and the Master of Arts degree in Special Education at Michigan State University. With the approval of the department and college that administers the student’s degree program, the courses that are used to satisfy the graduate specialization may also be used to satisfy the requirements for the master’s degree.  The planned program of courses meets the content knowledge requirements set for by the Michigan Department of Education for the K-12 Endorsement in English as a Second Language (NS).

Requirements for the Graduate Specialization in K-12 English as a Second Language

Students must complete 23 credits from the following:

1. All of the following courses (8 credits):
LLT 846 English Structures and Functions 3
TE 892 ESL/FL Classroom Practices: K-12 Literacy Instruction 3
TE 896 ESL/FL Practicum: K-12 2
2. One of the following courses (3 credits):
TE 845 Language Diversity and Literacy Instruction and Assessment 3
TE 846 Accommodating Differences in Literacy Learners 3
3. One of the following courses (3 credits):
Elementary Certified Students
TE 843 Secondary Reading Assessment and Instruction 3
Secondary Certified Students
TE 842 Elementary Assessment and Instruction 3
Michigan Department of Education (MDE) requires whenever  teachers add a K-12 endorsement, they must have reading course work for both levels of certification - elementary and secondary.  It is assumed, to be in compliance with MDE standards for initial certification, that an elementary certified teacher has already had course work related to elementary reading and, likewise, secondary certified teachers have already had a course in cross-content secondary reading.  To earn the K-12 endorsement, teachers need to add the reading course that would extend their certification to include the other level.
4. One of the following courses (3 credits):
FLT 807 Foreign Language Teaching Methods 3
LLT 807 Language Teaching Methods 3
5. One of the following courses (3 credits):
FLT 808 Assessment for Foreign Language Teaching 3
LLT 808 Assessment for Language Teaching and Research 3
6. One of the following courses (3 credits):
FLT 860 Foreign Language Acquisition 3
LLT 860 Second Language Acquisition 3

 

Graduate Specialization in Language and Literacy Education

The Graduate Specialization in Language and Literacy Education, which is administered by the Department of Teacher Education, is designed for students who aspire to be scholars, curriculum developers, and policy leaders in literacy at school, district, state, national, and international levels. The specialization focuses on literacy theory, research, and education. It is for students who wish to address issues of language and literacy development, literacy use, literacy instruction, literacy contexts of social, cultural, and linguistic differences, and the possibilities of transforming how people read and take action in their worlds.

The graduate specialization is available as an elective to students who are enrolled in the Doctor of Philosophy degree in Educational Psychology and Educational Technology and the Doctor of Philosophy degree in Curriculum, Instruction and Teacher Education and the Doctor of Philosophy degree in Special Education. Students must meet the requirements of the specialization specified below, in addition to the requirements for the Doctor of Philosophy degree in Educational Psychology and Educational Technology or the Doctor of Philosophy degree in Curriculum, Instruction and Teacher Education or the Doctor of Philosophy degree in Special Education.With the approval of the department and college that administers the student’s degree program, the courses that are used to satisfy the specialization may also be used to satisfy the requirements for the doctoral degree.

For further information visit the Language and Literacy Web site at: http://education.msu.edu/academics/graduate-specializations-certificates/.


Requirements for the Graduate Specialization in Language and Literacy Education 

1. All of the following courses (9 credits):
CEP 930 Educational Inquiry 3
TE 946 Current Perspectives in Literacy Research and Instruction 3
TE 931 Introduction to Qualitative Methods in Educational Research 3
2. One advanced inquiry/research course related to the student’s field of interest. 3
3. Four of the following courses (12 credits):
CEP 912 Reading Comprehension: Research and Theory 3
CEP 915 Literacy in Sociocultural Context 3
CEP 941 Academic Issues in Special Education for At-Risk Students 3
CEP 980 Writing, Research and Theory 3
CEP 981 Research on Literacy and Technology 3
TE 904 ELL/ESL Research and Practice: K-12 3
TE 944 Seminar in English Education 3
TE 945 Current Issues in Children’s and Adolescent Literature 3
TE 958 History of Literacy Research and Instruction 3
TE 959 Acquisition and Development of Language and Literacy 3
TE 991B Special Topics in Language and Literacy Education 3
TE 994 Laboratory and Field Experience in Curriculum, 3
Instruction and Teacher Education
4. One of the following research practicums (1 to 3 credits):
CEP 995 Practicum in Research Design and Data Analysis 1 to 3
TE 995 Research Practicum in Curriculum, Instruction and
Teacher Education 1 to 3
The practicum should be focused on a problem in language and literacy education.


Graduate Specialization in Literacy and Language Instruction

The Graduate Specialization in Literacy and Language Instruction, which is administered by the Department of Teacher Education in the College of Education, is designed for students who aspire to develop strong expertise in literacy and language instruction. The specialization is available only online. 

 

The specialization is available as an elective to students who are enrolled in master’s degree programs at Michigan State University. With the approval of the department and college that administers the student’s degree program, the courses that are used to satisfy the specialization may also be used to satisfy the requirements for the master’s degree.

 

Requirements for the Graduate Specialization in Literacy and Language Instruction

 

Students must complete the following (21 credits):

 

               
1. All of the following courses (18 credits):  
  TE 807 Professional Development and Inquiry 3
  TE 845 Language Diversity and Literacy Instruction and Assessment 3
  TE 848 Writing Assessment and Instruction 3
  TE 849 Methods and Materials for Teaching Children’s and Adolescent Literature 3
  TE 853 Assessing and Responding to Literacy Learning Difficulties I 3
  TE 873 Literacy Leadership 3
2. One of the following courses (3 credits):  
  TE 842 Elementary Reading Assessment and Instruction 3
  TE 843 Secondary Reading Assessment and Instruction 3