2008-2009 Academic Catalog

Education School of Social Sciences and Human Performance Education 70 Cedarville University 2008–09 Mission Statement The Cedarville University Department of Education seeks to prepare compassionate, professional educators who are committed to the integration of faith, learning, and life as demonstrated in teaching competence and Christ-like character through leadership and service. Department Distinctives Accreditation: • Cedarville University is accredited by the North Central Association of Colleges and Schools, 30 North LaSalle Street, Suite 2400, Chicago, IL 60602-2502, phone: 312-263-0456. The University’s teacher preparation programs are approved by the State of Ohio Department of Education. Each year approximately 10% of the senior education • students pursue cross-cultural student teaching experiences. They teach under the supervision of experienced, certified teachers in approved, accredited, overseas institutions that use an American curriculum. The University’s award-winning technology resources enable • upper-level students to develop lessons and curriculum resource materials for K-12 partner technology schools. Because of training in the use of educational technology, graduates are sought by schools to help integrate technology into their curricula. Intensive clinical experiences accompany methods classes. • As a result, many schools comment that Cedarville graduates possess experience and confidence uncommon in most first- year teachers. Cedarville’s reputation for producing exceptional teachers • generates significant demand from school systems. Each year more than 100 Christian and public schools visit the campus to recruit teacher education graduates. Licensure – Public Schools All programs leading to licensure at Cedarville University are approved by the State of Ohio Department of Education. Ohio bases its requirements and approval processes on standards set by the National Council for Accreditation of Teacher Education (NCATE). Cedarville is not a member of NCATE and thus programs are not approved directly by NCATE. Ohio is a participant in the Interstate Agreement on Qualifications of Educational Personnel and has an implementation agreement (reciprocity) with 42 states. This agreement provides for recognition of Ohio Department of Education-approved programs by member states. Although reciprocal licensure contracts exist with 42 states, in many cases, students must meet additional requirements to obtain extended or permanent licensure for those states. Also, because of the nature of Ohio’s teacher licensing standards, graduates with an Ohio license will normally be granted a license of “best fit” with the state in which the graduate wishes to teach. State licensure requirements are changing in many states; therefore, students who wish to teach outside of Ohio should obtain a current description of certification requirements from the department of education for each state in which they would like to teach. Many states have their certification requirements posted electronically, and these can be accessed through the Cedarville University Education Department home page on CedarNet. Licensure – Christian Schools Individuals completing the program receive certification from the Association of Christian Schools International (ACSI). Christian The education licensure programs listed in the catalog are subject to revision at any time given changes in national and state requirements for the Teacher Education programs in Ohio, which may also result in adjustment to your graduation requirements. schools around the world recognize this certification. Demographic Profile The number of teacher education program completers for the 2006-07 reporting period was 116. The demographic profile of program completers for the 2006-07 reporting period is: Number Percent White 113 97.4 African American 1 0.86 Hispanic 1 0.86 Asian 1 0.86 Other 0 0.0 Male 20 17.2 Female 96 82.7 Personal Requirements Students interested in the teacher education program should enjoy the teaching and learning process and enjoy working with people. The best teachers are those who are life-long learners and enjoy serving others; they are people who are motivated more by making a difference in others’ lives than in making a lot of money. Cedarville University desires to work with students who are becoming a professional in their treatment of others, in their dress and demeanor, and in punctuality and responsibility for tasks. Because of the increasingly stringent standards for teachers nationwide, teacher candidates must be able to demonstrate their preparedness to teach by achieving good grades and passing state-mandated tests for teachers. Co-Curricular Opportunities Numerous opportunities exist for tutoring in public schools, mentoring K-12 students, and becoming involved in local church ministries to children and adolescents. Teacher Education Program Admission Requirements Students admitted to Cedarville University must also make application for formal admission to the Teacher Education Program (TEP) usually late in the sophomore year. To be admitted, students must meet the following requirements at least one semester before enrolling in the first methods of teaching course for their particular program. These requirements apply to all students seeking a degree and/or license in either early childhood education, middle childhood education, special education, multi-age education, or adolescent/young adult education (i.e., secondary education). Students seeking a degree/licensure in a program offered by another department should review the requirements of that department as well. Minimum cumulative GPA of 2.7 in all courses and 2.7 GPA 1. in all TEP core curriculum courses. All TEP core courses must be completed with a grade of “C-” or above. Combined GPA of 2.65 and a grade of “C-” or above in both 2. general education communications courses: COM-1100 Fundamentals of Speech and ENG-1400 English Composition. Minimum GPA of 2.5 in the teaching field content area(s), 3. and content core for early childhood education. No grade of less than “C-” in teaching field or concentration 4. area courses. For early childhood and special education, this includes general education courses in the content areas of humanities, science, mathematics, and social science. Minimum passing scores on the Praxis I (Pre-Professional 5. Skills Test): Reading, 175; Writing, 174; Mathematics, 175. Satisfactory completion of all introductory field experiences: 6. EDUC-1050 Contemporary Christian Schools, EDUC-2200 Multicultural Field Experience, and EDSP-2050 Special Education Field Experience.