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Middle Childhood Education (4-9)

Earn Your Bachelor’s Degree in Middle Childhood Education

Middle school presents unique challenges. Rapid changes are occurring intellectually, emotionally and physically as students begin to develop their adult identities.  

A middle childhood education degree provides the knowledge and skills you will need to help children learn and think. You will choose two areas of concentration from language arts, mathematics, social studies and science.

Explore our Teaching Program at Urbana University

Many schools offer a degree in education – but you won’t find the mentoring experience available to you as an Urbana University student. Our faculty members know that how they teach you will influence how you learn to teach. Their passion is to create the best teachers possible.

Students are individually placed at partner schools for field experiences that are diverse, technology-enhanced and outstanding in teaching practice. Urbana’s program lays the foundation for a successful teaching career.

Curriculum & Course Descriptions

137 Semester Hours
Fundamental General Education Core
English Composition (3 hours)

Choose a minimum of 3 semester hours from:

ENG 120 - College Writing (4)
In this course, students acquire the writing competence necessary for conducting and presenting research. A variety of assignments, beginning with personal reflections, build upon one another, as students develop ideas that respond to, critique, and synthesize the positions of others. Students systematize and organize knowledge in ways that will help them in all of their courses. The course also emphasizes the elements of good writing style, appropriate grammar and mechanics, clarity of language, and logical and cohesive development. It culminates in submission of a documented research paper.
Mathematics (3 hours)

Select:

MATH 215 - Statistical Concepts (4)
This course introduces the student to statistics with business applications. The course covers both descriptive and inferential statistics. Topics included are: measures of central tendency; measures of dispersion; graphical displays of data; linear regression; basic probability concepts; binomial and normal probability distributions; confidence intervals; and hypothesis testing. These topics will be covered using a basic knowledge of algebra and Microsoft Excel.

*Choose either MATH 140 Introduction to Quantitative Reasoning or MATH 150 Fundamental Algebra as the prerequisite to MATH 215. Course can count as a University Elective.

Sciences (6 hours)

Choose a minimum of 6 semester hours from the Science discipline.

One must have a laboratory component.

Arts and Humanities
ENG 209 - American Literature (to the Civil War) (3)
A study of American literary periods from pre-colonial writings about the New World through the Civil War (1865), with emphasis on the contributions of primary writers in exploring themes, characters, and situations common to American literature. As a survey course, ENG 209 is meant to provide a general "road map" to the tradition of American writing, covering both major, well-known writers and minor, less famous voices from the historical and literary past. Not open to students with credit for ENG 309.
ENG 210 - American Literature (Civil War-Present) (3)
A study of literary periods beginning with the New Consciousness (1865) to contemporary literature with emphasis on the contributions of primary writers in exploring themes, characters, and situations common to American literature. Not open to students with credit for ENG 310.
ENG 211 - World Literature (3)
Literature from "Gilgamesh" through the 20th century, both Western and non-Western traditions, is included. The course helps students honor real differences among cultures while embracing real bonds that join us a humans even though they are formed over millenniums and traverse continents. Writing is an integral part of the course. Not open to students with credit for ENG 311.
Social and Behavioral Sciences
PSYC 110 - General Psychology (4)
A survey of the various fields of study comprising modern scientific psychology. The course examines the theories, research findings, and applications in each of the major areas of psychology, with the goal of providing students with practice information they can apply to their personal and professional lives. The topic areas covered in the course include learning and memory, motivation and emotion, human development, theories of personality, psychopathology, and social behavior.
HIST 201 - United States History I: 1492-1865 (3)
A survey of United States history from its colonial beginnings through the Civil War (1865). The general political, constitutional, social-intellectual, and economic development of the nation will be examined. Special attention will be given to the following topics: Americanization of the colonies, the institution of slavery, emerging nationalism, reform movements, industrialization, continental expansionism, sectionalism, and the Civil War.
Additional General Education Requirements
UNI 199 - University Seminar (2)
A mandatory course for entering full-time, degree-candidate students at Urbana. This course is designed to help freshmen adjust to the Urbana University and develop strategies for success by providing a "support group" during this critical period of adjustment and examining problems common to the freshman experience. Students must pass the course or be required to repeat it.
COMM 150 - Interpersonal Communication (4)
By using applied critical and creative thinking, students in this course will develop a set of communication skills that will enhance their personal and professional relationships and endeavors. This course will focus on skill development in key areas such as self, perception, listening, verbal messages, conversations, relationships, conflict management, persuasion, and public speaking.
OR SPCH 100 - Speech Communication (4)
This public-speaking course emphasizes the fundamentals of extemporaneous speaking. Skill-building activities and assignments focus on research, organization, reasoning, style and delivery of presentations as well as listening and audience engagement.
Professional Education Component Courses
EDUC 110 - Introduction to Education (2)
This survey course is an introduction to the teaching profession and is required for all students desiring to major in Education. Candidates engage in a variety of experiences that broadly explore the profession of education; purposes of schools in society; examines the state, federal and institutional standards that guide the profession; and the knowledge, dispositions, and performances required to be an effective teacher today.
EDUC 112 - Education in a Diverse Society (3)
This course explores the profession of education in the context of key social, political, and cultural issues, examines the historical origins of American public education, and discusses the role of educators in creating equality of opportunity for all students. Topics of discussion and analysis include individual differences; developing an educational atmosphere of respect; understanding student needs, and meeting the needs of diverse learners.
EDUC 225 - Intro to Middle Childhood Edu (FE) (2)
This course is required for prospective teachers seeking the Provisional Middle Childhood License. The course is designed to provide opportunities to explore characteristics and issues of middle childhood learners, family concerns and structures, various school organizations designed specifically for the middle childhood learner, and techniques to help provide a successful learning experience to middle childhood learners. This course will guide the prospective teacher through the National Middle School Association standards and the Interstate New Teachers Assessment & Support Consortium standards.
EDUC 230 - The Teaching of Phonics (3)
This course is required for prospective teachers seeking the Provisional Early Childhood License, the Provisional Middle Childhood License, and the Provisional Intervention Specialist License or the Reading Endorsement. The course introduces the prospective classroom teacher to the elements of phonics. It explores the English sound system and its relationship to reading and spelling. It acquaints the student with the specific terminology used to describe the various aspects of phonics. It also assists the student in determining the proper place of the phonic's instructor in the reading program. The course emphasizes the methods of teaching phonics. It also assists the prospective teacher in selecting appropriate commercial materials and in developing teacher-made materials to teach phonics in the classroom.
EDUC 260 - Instruct Planning Middle Child Education (4)
This course is required for prospective teachers seeking the Resident Educator Middle Childhood License. The course examines all aspects of instructional planning and examines the common strategies teachers employ to conduct their lessons. It assumes prospective students have a deep understanding of the content they will teach and an extensive understanding and appreciation of the students with whom they will work. The overriding purpose of the course resides in the transformation of content and behavioral objectives into sequences of instructional activities that make them accessible to students.
EDUC 309 - Technology in the Classroom (3)
This course is designed to emphasize the connectivity of technology to the classroom and the general curriculum. Students will explore programs that will aid them in classroom management, data collection, student-produced work, creating instructional tools, and administration of classroom responsibilities. Students will develop products that can be used to support their teaching and the learning process of their students.
EDUC 331 - Teaching Early Childhood Reading (FE) (3)
This course is required for teacher candidates seeking the Resident Educator Early Childhood License or the Intervention Specialist: Mild/Moderate Disabilities License. This course examines how children's oral language develops, how they learn to read and write and the teacher's role in this process. Using a balanced approach to literacy instruction, candidates learn how to select instructional materials, utilize strategies to meet the cognitive and affective literacy needs of all children, create, utilize and interpret assessment data to inform teaching and learning. The candidates learn the role of parents in literacy acquisition and the link between play and learning.
EDUC 332 - Reading in the Content Area (FE) (3)
This course is required for prospective teachers seeking the Provisional Middle Childhood License, the Provisional Adolescent/Young Adult License, the Provisional Intervention Specialist License, or Reading Endorsement. The course explores the development from learning-to-read to using reading-to-learn. It investigates the role of vocabulary instruction, comprehension, study skills, and the writing process. It also addresses the assessment of textbooks, the reading process, and student motivation.
EDUC 369 - Research, Data and Measurement (2)
This course introduces students to action research methods and procedures as they relate to seeking solutions to instructional problems within the field of education. Research techniques, the analysis of research results, and the uses of research are explored. Students will also explore how to use data to influence classroom decisions; guide and improve teaching skills and tailor instruction to individual learning needs. This course will also show the connection between constructive evaluation skills such as constructive feedback; helping students monitor their own progress; influence students' continuing motivation; perception of self efficacy as learners and their positive effect on student learning.
EDUC 402 - Differentiating Instruction (FE) (2)
This course will provide students with the opportunity to explore research and theory on the effectiveness of differentiated classrooms; examine the importance of differentiating instruction for today's diverse student population; recognize the need to increase variety in teaching, learning, and assessment to respond to individual student needs; utilize strategies including assignment tiering, graphic organizers, critical thinking skills, reflection and assessment strategies customized for a mixed-ability classroom; diagnose student needs and prescribe tasks that create better matches between learning needs and preferences and plan and implement methods appropriate for assessing individual learning needs in a performance-based curriculum.
EDUC 425 - Collaboration and Management (2)
This course provides students the opportunity to develop skills in planning and managing the teaching and learning environment; managing student behavior and social interaction skills; communicating effectively; developing collaborative partnerships and in demonstrating professionalism and ethical practices. Students become familiar with daily management skills, safety and health issues in the classroom, creating and modifying a supportive learning environment, and behavior management skills. The course also focuses on the development and interaction of the educational team, on methods and models of collaborative practives with parents, students, and educational personnel, and members of the community and incorporates this into the instructional process.
EDUC 431 - Diagnostic Reading & Remediation (3)
This course is required for students who are seeking the Resident Educator Early Childhood License, the Middle Childhood Licensure, or the Intervention Specialist License. The course provides an overview of the reading process. It explores the strategies that are needed for reading and discusses ways of encouraging the development of these strategies in children. It explores common miscues and discusses ways of using diagnostic reading instruments. It stresses the importance of developing positive attitudes toward reading, as well as developing reading skills.
SED 200 - Intro Students Mild/Moderate Educ Need (3)
This course provides students the opportunity to develop an understanding of the philosophical, historical, and legal foundations of special education as well as an understanding of the characteristics of learners who have special needs. Students explore and define the concepts of special education in schools and society, acquire knowledge about the legal and procedural aspects of special education, and develop an understanding and respect for individual needs and diversity.
SED 201 - Cognition, Learning, & Intelligence (3)
This course provides students the opportunity to develop an understanding of the theories of cognition, intelligence, and learning, especially as it relates to identifying children with special needs. Students begin the process of relating the theories to instruction and assessment processes.
EDP 405 - Educational Psyc for the PK12 Learner (3)
This course provides students the opportunity to apply the principles of education and teaching and learning theory to instructional design.
EDP 421 - Child & Adolescent Literature (3)
The course explores literature for the early and middle childhood aged student with an emphasis on standards for selection of materials with reference to the interests, needs, and abilities of children at the different levels within these ranges of ages. Attention is given to books and their uses in all subject matters. Special emphasis is placed on activities that will motivate early and middle childhood students to read. The goal of creating life-long readers is stressed.
EDP 492 - Professional Growth & Development MCE (9)
The professional growth and development practicum is the field portion of the student teaching experience designed to meet the requirements for the Middle Childhood Education Resident Educator License. The practicum is an in-depth clinical laboratory experience that provides opportunities to observe, analyze, plan, and practice teaching methods in a school setting. The experience enables the teacher candidate to move through stages of increased responsibilities under the guidance and with the support of a cooperating teacher and a university supervisor.
EDP 495 - PK12 Reflection and Seminar (3)
The PK12 Reflection and Seminar is the in-class seminar portion of the student teaching experienced designed to meet the requirements for the Resident Educator License. The seminar provides teacher candidates with an opportunity to continue developing skills needed to become a reflective practitioner based upon their practicum experience in the field component of student teaching.
Content Areas

Select one of the following pairs: English Language Arts & Social Studies, English Language Arts & Mathematics, or Science & Mathematics

English Language Arts
EDUC 461 - Middle Childhood Language Arts Methods (3)
This course is required for prospective teachers seeking the Resident Educator Middle Childhood License. This course provides teacher candidates with a survey of the methods and materials for teaching language arts. It includes the areas of grammar and usage, spelling, handwriting, composition, dramatics, and speaking. It shows students how reading ability is built solidly upon the other language arts of listening, speaking, and writing.
ENG 213 - British Literature (Augustan-Modern) (3)
A study of Augustan, Neoclassical, Romantic, Victorian, and Modern authors. Emphasis is on major writers and their works, with identification of literary movements, and some coverage of national history. Not open to students with credit for ENG 313.
ENG 306 - English Language & Linguistics (3)
A survey of linguistic terminology and pracitice in linguistic analysis, with an historical survey of the history of English from its beginnings in 450 A.D. to modern times. Emphasis will be on morphology, syntax, semantics, and language variation.
ENG 360 - Introduction to Creative Writing (4)
This course introduces the student to the world of creative writing, presenting the power of the written word, cultivating the individual's style in interpreting and writing poetry, fiction, and non-fiction, as well as drama. Participants will create a portfolio of work, mastering techniques employed by studied authors. Students also will learn strategies for generating ideas, becoming members of a community of writers who encourage and critique one another's craft by participating in writing workshops.
ENG 406 - Advanced Composition (3)
This course is a study in academic and professional writing, with an emphasis on designing and reporting primary research. Students will also examine and produce professional documents such as CVs, personal statements, and research agendas.
Social Studies
EDUC 463 - Middle Childhood Social Studies Methods (3)
This course is required for prospective teachers seeking the Resident Educator Middle Childhood License with social studies as a content area. Attention is given to citizenship education, the world as a global community, the important role of values in guiding human behavior, financial literacy and individual differences among learners. Additionally, the course examines the nature, development, purpose and value of social studies with emphasis on methods and techniques of instruction, curriculum reorganization, and evaluation.
ECON 210 - Introduction to Microeconomics (4)
An introduction to economic theory involving the examination of how decision making by firms and individuals is shaped by economic forces. Emphasis is placed on demand, supply, market equilibrium analysis, and basic market structure models. The invisible hand as the driving force for economic decisions as well as market externalities are discussed. The class concentrates on providing a balanced approach to studying economic agents' behavior and the global implications and outcomes.
GEO 201 - Principles of Geography (3)
An introduction to the study of geography. Some attention is given to physical geography and the study of earth topography, climate, and the conditions affecting human habitation. Special attention is given to the nature and distribution of resources for social and economic development. The process of globalization, issues of environmentalism, and sociopolitical conflicts resulting from inequities of development are considered in a survey of the world's principal geographic regions.
POSC 200 - Principles of Political Science (3)
An introduction to political theory, the basic concepts and terminology of the discipline with an analysis of power, conflict and its resolution, political institutions, and the decision-making process.
POSC 204 - American Government (3)
An overview of the structure and function of the American governmental system, including the roles of the President, Congress, the Supreme Court, the news media, public opinion, and public interest groups in the political system.
HIST 202 - US History II: 1866 to Present (3)
A survey of U.S. history from reconstruction (1865) through the present. the general political, constitutional, social-intellectural, and economic development of the modern nation will be examined. Special attention will be given to the following topics: Reconstruction, Industrialization, Progressivism, World Wars and the Great Depression, Cold Wars, Civial Rights, the Vietnam War, changes in the modern economy, the role of the United States in world affairs, and teh late 20th and early 21st centuary presidents.
HIST 205 - Ohio History (3)
A survey of U.S. history from reconstruction (1865) through the present. the general political, constitutional, social-intellectural, and economic development of the modern nation will be examined. Special attention will be given to the following topics: Reconstruction, Industrialization, Progressivism, World Wars and the Great Depression, Cold Wars, Civial Rights, the Vietnam War, changes in the modern economy, the role of the United States in world affairs, and teh late 20th and early 21st centuary presidents.
HIST 221 - World Civilization I: Prehistory-1500 (3)
A survey of the major historical periods in civilization from early beginnings to circa 1500 A.D. Students will gain perspectives of world civilization in addition to Western cultural focuses. This survey will integrate art, philosophy, science, and history into meaningful themes.
Mathematics
EDUC 464 - Middle Childhood Mathematics Methods (3)
This course is required for prospective teachers seeking the Resident Educator Middle Childhood License. The course explores changes in both the content of the mathematics curriculum and the methodologies employed in teaching that content. Teacher candidates will examine the goals, materials, and methodologies most likely to achieve those goals.
MATH 160 - College Algebra (4)
This course is designed to prepare students for Applied Calculus and Discrete Mathematics and to provide the mathematical background needed for the analytic reasoning used in other courses. Topics include functions and their graphs, including exponential and logarithmic functions; complex numbers; systems of equations and inequalities; matrices; basic principles of counting and probability; and other selected topics.
MATH 240 - Pre-Calculus (4)
A study of the basic concepts of algebra including factoring, graphing, equations, inequalities, ratio and proportion and rational functions, exponential and logarithmic functions, trigonometric functions, complex numbers, and some elementary topics in theory of equations.
MATH 241 - Calculus and Analytic Geometry I (4)
A study of single variable calculus including functions, limits, the derivative, applications of the derivative, the integral, and applications of the integral.
MATH 320 - Discrete Mathematics (4)
This course introduces students to fundamental algebraic, logical and combinational concepts in mathematics that are needed in upper division computer science courses. Topics include logic; sets, mappings, and relations; elementary counting principles; proof techniques with emphasis on mathematical induction; graphs and directed graphs; Boolean algebras; recursion; and applications to computer science. Please note: A book fee will be included in your tuition charges for required course materials.
MATH 361 - History of Mathematics (3)
A chronological study of the development of mathematics over the past five thousand years, including important mathematical developments, the biographies of the mathematicians involved, and the social and cultural atmosphere in which they lived and worked.
Science
EDUC 462 - Middle Childhood Science Methods (3)
This course is required for prospective teachers seeking the Resident Educator Middle Childhood License. This course involves the teacher candidate with varying kinds of science approaches. The emphasis in the course involves hands-on approach to investigation. The course provides candidates the framework for implementing the Ohio Science Standards.
CHEM 216 - General Chemistry I (3)
The first half of a two-semester course which presents the fundamental concepts of chemistry necessary for further studies in the areas of chemical, physical, or biological sciences. Topics covered include measurement, reactions in a gaseous solution, atomic measurement, stoichiometry, the gaseous state, thermochemistry, periodic law, and chemical bonding. Guidelines for chemical hygiene, safety, and OSHA and EPA regulations are covered in the laboratory. The laboratory is designed to supplement the lectures.
CHEM 216L - General Chemistry I Lab (1)
A non-refundable science fee of $5o will be added upon registration.
ENV 101 - Humans & Their Environment (3)
This lab course focuses on current trends in the relationship between human society and the environment, highlighting the contributions and limits of science in identifying and solving environmental problems, such as food and water scarcity, deforestation, resource degradation, and climate change. Critical analysis of opposing environmental claims and perspectives helps students apply the general background they receive in class to society's ongoing environmental discussions. Topics considered include ecological principles of sustainability, alternative energy sources, resource-use efficiency, consumption and waste reduction, environmental policy, biodiversity, and environmental sustainability.
GEL 211 - Geology (3)
A study of the materials on the earth's crust, the processes that produce and modify them, and the development of the earth through time. Three one-hour lectures and one twohour laboratory. Fee applies.
GEL 211L - Geology Lab (1)
A non-refundable science fee of $5o will be added upon registration.
PHYS 201 - General Physics I (3)
This course is an experimental and analytical study of Newtonian mechanics, emphasizing one- and two-dimensional kinematics, dynamics, work and energy, conservation theorems, linear and angular momentum, collisions, rotational dynamics, simple harmonic motion, solid and fluid properties, heat and thermodynamics, the kinetic theory of gases, and waves and sound.
PHYS 201L - General Physics I Lab (1)
A non-refundable science fee of $5o will be added upon registration.
SCIE 100 - Physical Science (2)
An elementary course which traces the development of scientific principles in the areas of astronomy, chemistry, geology and physics. Laboratory work demonstrates the methods of gathering data and developing and testing of theories. Fee applies.
SCIE 100L - Physical Science Lab (1)
A non-refundable science fee of $50 will be added upon registration.

Careers

Become a Middle Childhood Education Professional

Our Middle Childhood Education major teaches you the fundamentals of teaching – and lets you roll up your sleeves and put that knowledge into practice with valuable field experiences.

After graduation and upon acquiring a teaching license, Urbana’s Middle Childhood Education major prepares you to transition confidently into a teaching career knowing you are well prepared for a teaching career in a public or private school. You’ll also be well-positioned to attend graduate school to expand your marketability into fields such as administration, psychology, or higher education.

Program Outcomes

  1. Program completers will be able to identify and describe student milestones and related variations in all domains of student development.

  2. Program completers will be able to create engaging instruction that leads students to take ownership in learning.

  3. Program completers will be able to match instructional methodologies to students' needs and progress.

  4. Program completers will be able to create learning goals, objectives, and strategies aligned with specific standards and district priorities.

  5. Program completers will demonstrate the ability to establish a classroom culture this is inclusive to all students.

  6. Program completers will be able to help their students make significant connections with various aspects of the subject matter and other topics within their area of licensure in authentic and technology-related ways.

  7. Program completers will be able to identify ethical dilemmas, legal disparities, and policy gaps on district and state levels, and apply solutions within the appropriate parameters.

Undergraduate Studies Admission Requirements

Each applicant seeking admission to Urbana University is individually evaluated. Factors considered are past academic achievement, aptitude, extracurricular activities, and any additional evidence supporting the prospect of academic success.

To qualify for admission, applicants seeking an associate or bachelor's degree must present evidence of high school completion in the form of a high school diploma or GED. Careful consideration is given to the applicants academic record to include the curriculum, courses, and/or state mandated graduation tests. Results from standardized testing (either ACT or SAT) are required for first-time freshmen. Students who wish to apply for admission, but do not meet the minimum standardized test scores used for placement in University courses may be required to undergo placement testing.

Undergraduate admission requirements and materials:

A student who meets at least one of the following criteria is eligible for admission as a degree-seeking student:

  • Has provided official documentation of graduation from an accredited high school or its equivalent (see documentation required below), or
  • Has an associate, bachelor or master's degree from a regionally accredited institution of higher education, an institution recognized as a candidate for accreditation, or an institution recognized by the Council of Higher Education Accreditation

Documentation required:

1. Documentation of high school graduation or equivalence is required for applicants who are transferring fewer than 24 semester hours that apply towards a degree.

2. If the student has transferable hours of 24 credit hours or more from a regionally accredited institution of higher education, then they will not have to provide a high school diploma or equivalence. Acceptable forms of documentation of high school graduation or high school equivalence for undergraduate admission must include one of the following:

  • Official high school transcript listing the date of graduation
  • Official GED certificate
  • Official documentation of having passed a State High School Equivalency examination
  • Official documentation of a home school completion certificate/transcript
  • Official transcripts from all educational institutions (college, universities, professional schools, etc.) attended

3. Any applicant seeking to be a first-time freshman undergraduate degree-seeking students at Urbana University must supply standardized test scores (ACT SAT) to be used for placement in courses., to determine athletic eligibility, and/or determine institutional scholarship qualification.

At any time the University may require an applicant to meet with the Admissions Committee to address questions that arise in the application review process. If an applicant requests transfer credit, official transcripts from any other regionally accredited institution are required.

About the Education Programs

Program Specific Admission Requirements

Students who wish to enroll in one of Urbana's teacher education programs are considered pre-education majors until they are approved for admission to the Department of Education and declare their program major. All students admitted to Urbana University may apply for admission to the Department of Education. Pre-education students are required to apply and be admitted into the Department of Education in order to complete the program.
 
All teacher education program policies, procedures, and deadlines must be followed and met by teacher candidates in order to be considered for admission to the programs, retained in the programs, and receive the University's recommendation for licensure. Consult the Department of Education section of the Academic Catalog for complete information about the requirements for admission to teacher education undergraduate programs.

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Professional Licensure Information

Annual Reporting Measures

CAEP (Council for the Accreditation of Educator Preparation) has eight annual reporting measures which are used to provide information to the public on both program outcome and program impact. 

The eight measures with supporting documentation are provided at this link.
 

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