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2004-06 IUPUI Campus BulletinThe policies, regulations, and course descriptions that appear in this edition of the Bulletin are for the academic years specified. Curricular requirements are for students who entered the university or were admitted to a degree program during these specific academic years. As the "bulletin year" (the student's entry year) will be defined differently from school to school at IUPUI, consult your academic advisor to be sure you are using the appropriate edition of the Bulletin. While every effort is made to provide accurate and current information, IUPUI reserves the right to change without notice statements in this bulletin concerning rules, policies, fees, curricula, courses, or other matters. Consult your academic advisor to learn if changes have occurred that may affect you. School Awards and ScholarshipsIn 1987, IUPUI instituted a scholarship program in memory of the astronauts who perished in the Challenger shuttle tragedy. Each year since, this program has enabled IUPUI to recognize a group of scholars who, by way of their own careers, will keep alive the examples set by those courageous space pioneers. The Challenger Scholarship supports undergraduate students to pursue careers teaching science, social science, or engineering at any level, from primary to post-secondary. The Everett E. Jarboe Award honors a graduating senior who exhibits academic excellence, campus and community leadership and service. The award was established to honor the first administrator of the School of Education at IUPUI who served from 1968 to 1973. The Ruth Esther Holland Award supports outstanding undergraduate students in the field of elementary and secondary language education. Currently professor emerita, Holland taught language education at IUPUI from 1972 to 1989. In 1996, the faculty and staff of the School of Education established two scholarships to help support students with financial need during the student teaching semester. Each year one Faculty/Staff Scholarship is awarded to a student who will student teach in the fall semester and one to a student who will student teach in the spring. The Nicholas H. Noyes Jr., Scholarship is awarded to an undergraduate student in teacher education at IUPUI. The recipient must be a member of Kappa Delta Pi honorary and have a grade point average (GPA) of at least 3.6. A Global Education Prize is awarded to honor the work of Dr. Golam Mannan, professor emeritus in the School of Education. The prize goes to an international or minority student in the School of Education who has shown particular interest in global and multicultural issues in education. The Patricia Tefft Cousin Scholarship was established by the Tefft and Cousin families, friends, and colleagues to honor the life and work of Pat Tefft Cousin, a member of the faculty from 1996 to 1999. The scholarship goes to an outstanding undergraduate student majoring in elementary education who has a demonstrated interest in special education, literacy, or early childhood education. The Barbara L. Wilcox Scholarship was established anonymously in 1996 to honor the contributions and accomplishments of Barbara Wilcox, a member of the Education faculty who served as executive associate dean from 1992 to 2001. A complete list of scholarships is available from the Curriculum Resource Center (CRC). Applications, which are available on the home page on the Web at education.iupui.edu, are typically due early in the spring semester. School OrganizationsEducation Students Advisory Council (ESAC)ESAC serves as the representative body for students enrolled in the School of Education. It promotes programs that enhance student life, foster a sense of identity among students, and increase the School of Education’s visibility in the university community while providing opportunities for involvement with alumni and opportunities to develop student leadership. It contributes to the professional development of students and honors students and faculty whose efforts have distinguished them and the School of Education. Future Educators Club (FEC)FEC is the student organization of the School of Education. It is open to all undergraduate students, both elementary and secondary. FEC sponsors both informational and social programs throughout the year, including workshops in areas of interest in curriculum and instruction, as well as job search strategies. More information on FEC membership and sponsored events is available in the Curriculum Resource Center, Education/Social Work Building, (ES) 1125, or on the bulletin boards on the first-floor hallway in the ES building. Kappa Delta PiKappa Delta Pi is an international honorary organization founded to recognize excellence in education. Students who are invited for membership exhibit the ideals of scholarship, high personal standards, and outstanding achievement in professional education courses. The IUPUI chapter of Kappa Delta Pi sponsors a wide variety of programs for its members and the School of Education. School of Education Alumni AssociationThe School of Education Alumni Association was founded in 1951 “to further the educational, professional, and social interests of the School of Education and the alumni.” The association provides an ongoing link between the graduate and the university. The Education Alumni Association sponsors education-related events throughout the state, and publishes Chalkboard, a semiannual magazine for all graduates of the Indiana University School of Education. General EducationGeneral education refers to courses and other experiences that lay the foundation for IUPUI students to evidence progress toward the IUPUI “Principles of Undergraduate Learning.” There is a focus on building skills in written and oral communication, information technology, inquiry, science, literature, quantitative reasoning, and both global and democratic perspectives. Courses that build the general education foundation for elementary education majors are listed below; they are organized by the Principles of Undergraduate Learning to which they are most directly related. Students are encouraged to follow this template. Both the particular sequence and the course clusters or learning communities designated for Education majors have been planned to provide the strongest foundation and to build the most powerful connections between the content of the individual courses. First Semester (15 cr. hrs) Second Semester (18 cr. hrs) Third Semester (18 cr. hrs) Fourth Semester (17 cr. hrs) Social Studies Elective ANTH A103 Human Origins and Prehistory ANTH A104 Culture and Society ECON E101 Survey of Current Economic Issues and Problems POLS Y101 Principles of Political Science SOC R100 Introduction to Sociology SOC R121 Social Problems # Historical Perspective and Inquiry Elective HIST H105 American History I HIST H106 American History II HIST H217 The Nature of History Diversity Elective ANTH A104 Culture and Society REL R212 Comparative Religion AFRO A150 Survey of the Culture of Black Americans POLS Y217 Introduction to Comparative Politics WOST W105 Introduction to Women’s Studies Quantitative Reasoning Elective MATH M118 Finite Mathematics # MATH M290 Mathematics and Art # PHIL P162 Logic PHIL P265 Elements of Symbolic Logic POLS Y205 Elements of Political Analysis PSY B305 Statistics # SOC R251 Methods of Social Research # STAT 301 Elementary Statistical Methods (I) # STAT 302 Elementary Statistical Methods (II) # Literature Elective FLAC F200 World Cultures through Literature ENG L115 Literature for Today # COMM T130 Introduction to Theater Concentration (9 additional cr. for a total of 12-15 cr.) in one of the following areas. See Education Student Services for course lists for each concentration.
+ Must receive a C or higher Professional EducationThe professional education component is a carefully articulated program of study where courses are taken in blocks and in a prescribed order (presented below). The professional education courses that are part of Learning to Teach/Teaching to Learn are tied closely to specific “professional development school” (PDS) sites in Marion County. These are schools that have entered into a special partnership with the School of Education. Some of the formal course work as well as all of the field experiences that accompany this course work are conducted at the PDS sites. Students also have the option to student teach at these PDS sites. Because LT/TL is a field-based program in which formal class sessions are integrated with field experiences, most professional education courses are offered at a time when teacher education candidates are able to work with students in K-12 classrooms. Most professional education courses are scheduled during the day, and students will need to make arrangements to devote one day (part-time enrollment) or two days (full-time enrollment) each week to complete the class and field experience work. Student TeachingAll interns complete student teaching assignments in two school settings. For education majors, student teaching will comprise two eight-week placements, the first in Block IIIB and the second in Block IVB. Elementary majors will complete one primary placement and another intermediate placement. In the secondary programs, the student teaching requirement will be met by consecutive eight-week placements in a middle school and high school setting during Block IV. Students completing a program leading to an all-grades license should consult with their major advisor about the logistics of the student teaching placements. Eligibility Requirements for Student TeachingTo be eligible for student teaching, a student must have:
Application for Student TeachingAll students must complete an Application for Student Teaching. For secondary and all-grade students, this application must be filed during the fall semester of the academic year preceding the year in which student teaching is to be done. (For example: students apply fall semester 2004 for student teaching assignments in either fall 2005 or spring 2006.) Elementary students apply for student teaching when they apply to the Teacher Education Program. PlacementsThe mechanics of student teaching placements are discussed at the Student Teaching Information Session. Final placement decisions reflect both recommendations from the intern’s major department or school and collaborative planning with partnership schools. Arrangements for placement and supervision are made by the Office of Student Teaching. Assessment During Student TeachingA student teaching portfolio submitted at the end of the first student teaching assignment is a key element of IUPUI’s performance assessment system. If the student teaching portfolio submitted at the conclusion of the initial student teaching placement does not receive a passing score, the student will receive feedback and have the opportunity to revise and resubmit after the second student teaching placement. Interns also undergo formal observation by their mentor teachers and university supervisors. |
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