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Program Description

Full Description

The Bachelor of Science in Education degree in Early Childhood Education focuses on professional preparation and application of current theory, methods and practices for future teachers of preschool to grade five classrooms. Students form a cohort and complete the five-block sequence of courses while gaining teaching experiences linked to coursework. All students complete field and practicum experiences in diverse settings, including urban and inclusive programs, and accumulate approximately 1,200 clock hours of field experience in preschool and elementary classrooms.

Graduates of the program who pass the State of Ohio Assessment Tests are eligible for Ohio licensure in Early Childhood, which is valid for teaching children, age three through grade five, who are typically developing, at-risk, gifted or who have mild/moderate educational needs.

Graduates also have the opportunity to receive an International Baccalaureate recognition certificate concurrent with the completion of the B.S.E. degree.

Professional Licensure Disclosure

This program is designed to prepare students to sit for applicable licensure or certification in Ohio. If you plan to pursue licensure or certification in a state other than Ohio, please review state educational requirements for licensure or certification and contact information for state licensing boards at ÃÛÌÒÊÓƵ State's website for professional licensure disclosure.

Admissions

Admission Requirements

Admission to this major is selective. As part of an enrollment management plan, students are admitted to the advanced study portion of the Early Childhood Education major on a selective basis. A maximum of 100 students will be admitted to advanced study each academic year. A minimum 2.750 overall high school grade point average is required. Students seeking admission to this program must meet all professional requirements for admission to advanced study and have a minimum 2.750 overall GPA in all previous undergraduate coursework. Because of the instituted enrollment management plan, meeting the above requirements does not automatically provide students admittance to the advanced study portion of the Early Childhood Education major. Faculty will select the most qualified applicants based upon the number of available student spaces, student essays and overall GPA. Students should contact the Vacca Office of Student Services, 304 White Hall, during the first year of study to inquire into the procedures associated with admission to advanced study and selective admission to the Early Childhood Education program.

Students who do not meet the GPA requirement at the time of admission for this major will be admitted to the EHHS General non-degree program until which time they have established a ÃÛÌÒÊÓƵ State GPA of 2.750. They may then submit a change of program to declare this major.

Current ÃÛÌÒÊÓƵ State and Transfer Students: Active ÃÛÌÒÊÓƵ State students who wish to change their major must have attempted a minimum 12 credit hours at ÃÛÌÒÊÓƵ State and meet all admission criteria listed above to be admitted. Students who have not attempted 12 credit hours at ÃÛÌÒÊÓƵ State will be evaluated for admission based on their high school GPA for new students or transfer GPA for transfer students. Transfer students who have not attempted 12 credit hours of college-level coursework at ÃÛÌÒÊÓƵ State and/or other institutions will be evaluated based on both their high school GPA and college GPA.

International Students: All international students must provide proof of proficiency of the English language (unless they meet specific exceptions) through the submission of an English language proficiency test score or by completing English language classes at ÃÛÌÒÊÓƵ State’s English as a Second Language Center before entering their program. For more information, visit the admissions website for international students.

Learning Outcomes

Program Learning Outcomes

Graduates of the program will be able to:

1. Co-construct curriculum as a co-worker with learners and others (parents, families, colleagues and community members) to make sound decisions for learning and teaching experiences, as opposed to being passive receivers of prescribed curriculum.
2. Synthesize conceptual understandings of children, theory, content, technology and sociocultural contexts into meaningful activities and opportunities for learning with all preschool-to-grade five students.
3. Engage in the habit of self-assessment in order to continually uncover unknown possibilities in children’s learning, classroom practice, educational theory and one’s own teaching identity in the local and global context.
4. Become committed to the children and their learning, the families and the local community while having an awareness of the global context; engage in continuous self-improvement and lifelong learning.
5. Apply skills, knowledge and dispositions to challenge “questionable” policies that limit opportunities for all children.
6. Utilize research and theory to develop varied and effective pedagogies and assessments that will positively impact all students’ learning (learning and teaching is a transdisciplinary practice).
7. Advocate as ethical leaders and moral agents striving for social justice.
8. Acknowledges and practices multiple, multi-ethnic, multicultural, multiracial, multi- social and -economic and multilingual perspectives in a global society.

Roadmap

Roadmap

This roadmap is a recommended semester-by-semester plan of study for this program. Students will work with their advisor to develop a sequence based on their academic goals and history. Courses designated as critical (!) must be completed in the semester listed to ensure a timely graduation.

Program Delivery

• Delivery:
  • In person
• Location:
  • ÃÛÌÒÊÓƵ Campus
  • Salem Campus
  • Tuscarawas Campus

Accreditation

Council for the Accreditation of Educator Preparation