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French - Non Teaching

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    Introduction Delaware State’s unique French major focuses on the global reach of the language. In addition to mastering French in classroom setting, students take courses overseas in Delaware State’s outstanding study-abroad program, spending up to 6 months in countries as varied as France, Senegal, Mauritania, China, and Mexico. With its emphasis on cultural diversity, this program provides a foundation for numerous types of careers in the global village of the 21st century. Professional Prep All French majors take required courses in translation, business, world literature, and global societies. In addition, students can build professional skills via a field placement as a French teacher, or by studying abroad. Many students become fluent in Fulani, Chinese, Spanish, or another language in addition to French. This broad base of language and cultural skills prepares students for a range of professional opportunities in teaching, diplomacy, interpreting, international business, and other fields. Faculty Faculty in the French department have a long list of research and publishing credits. They also represent a diverse range of cultural and ethnic backgrounds, providing a broad global perspective. Intimate class sizes enable professors to provide students with personal advice, encouragement, and mentorship throughout the undergraduate years and even after graduation. Research and Experience Delaware State has study-abroad relationships on four continents, providing students with the opportunity to immerse themselves in foreign cultures and languages. Overseas study usually occurs in the senior year. In addition, students can apply for field placements (in the United States or overseas) as French teachers, gaining valuable work experience while earning credit.  

English - Non Teaching

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    Introduction Delaware State teaches English literature from a global perspective. Students absorb the great works of Great Britain and the United States, from Shakespeare to the contemporary classics, and then go beyond to explore a wide range of literary voices, including women, immigrants, ethnic and racial minorities. Our program uses literature as a window onto the diversity of human insight and experience — as well as the common themes that unite all people.   The English program lays a strong, broad academic foundation, with required coursework in history, psychology, mathematics, and foreign languages. Students develop superior writing and critical thinking skills, which can be applied across many different career paths. At bottom, literature is the study of the human condition — all humans, of every race, color, and creed. Professional Preparation Students who graduate from the English program have almost unlimited options. Graduate school is a common option — either for continued studies in writing and literature, or for advanced degrees in law, business, government, journalism, or education. Graduate who go directly in the work force can market their strengths in writing and communication, as well as their multicultural perspective and solid background in many liberal art disciplines. Faculty Faculty in the English department have a long list of research and publishing credits. They also represent a diverse range of cultural and ethnic backgrounds, providing a broad global perspective. Intimate class sizes enable professors to provide students with personal advice, encouragement, and mentorship throughout the undergraduate years and even after graduation.  

English Education

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    Introduction As America becomes more diverse, there’s a growing need for English teachers trained in multicultural education, including English as a Second Language (ESL). Delaware State’s English Education program emphasizes the specialized knowledge and skills that multicultural educators need. Students gain hands-on teaching experience and participate in research. Job prospects are very bright in this important niche — most of our students have jobs waiting for them upon graduation. Professional Preparation This interdisciplinary program fulfills all requirements for State of Delaware teacher certification; graduates are fully licensed. It prepares teachers to work with students of all ages, from a wide range of cultural and language backgrounds. Students will Work as a student teacher in a real-world classroom for 12 weeks Participate in research projects related to bilingual and bicultural children Take required courses in the English, Education, and Psychology departments English Education courses are open to students from other majors who want to prepare for teacher certification, as well as certified teachers who would like to take Content Knowledge courses. Faculty Most professors in the English Education department began their careers as certified teachers, so they possess real-world classroom experience in addition to academic expertise. This perspective, combined with Delaware State’s small class sizes, enables faculty to offer one-on-one mentorship and guidance. They develop personal relationships with their students, offering lessons that go far beyond textbooks and lectures. Research and Experience The English Education major requires several hundred hours of direct classroom observation and student teaching. In addition, students have the opportunity to participate in research studies focused on subjects such as literacy, ESL, multicultural education, the teaching of reading, and teacher training.  

Dr. Akwasi Osei

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  Expertise is in Global Studies, International political economy, Africa in the international system, the African Diaspora and multicultural education. He has published in all these areas.  His latest publication is Global Societies: an Introduction (2007) co-edited with Dr. F. Odun Balogun.  His Recurrence and Change in a Post Independence African State published in 1999 was reissued in 2003 in paperback.  Served as the Chair of the DSU Faculty Senate for many years Currently serves as the Acting Associate Dean of the College of Arts, Humanities & Social Sciences; ETV 110, 302-857-6622, aosei@desu.edu PhD Howard University  

TESL Course Descriptions

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    ENG-504/404. SECOND LANGUAGE ACQUISITION. This course is an analysis of current issues in second language acquisition based on readings and research findings. Discussion of theories includes the Acculturation Model, the Nativization Model, Accommodation Theory, Discourse Theory, the Monitor Model, the Variable Competence Model, the Universal Hypothesis, Neuro-functional Theory and other models. Prerequisites: 12 semester hours of a foreign language. Credit, 3 hours. ENG-518. METHODS OF TEACHING ENGLISH AS A SECOND LANGUAGE. This course introduces students to basic concepts and methodologies for teaching second language learners. It is designed as a review of theories, programs, approaches, strategies, and techniques for effective second language teaching methods. Additionally, the course addresses theories of acquisition of a second language. ENG-510. STRUCTURE OF MODERN ENGLISH. Structure of Modern English is an advanced course in the grammar and structure of English. It is designed to give intensive study and practice in analyzing the structure of English sounds, words, phrases, and sentences; doing error analysis; recognizing and correcting errors; taking examinations; writing research papers and engaging in various pedagogically-oriented linguistic analysis projects. ENG-512. SEMINAR ON THEORIES AND PRACTICE OF SECOND LANGUAGE LEARNING AND TESTING. This seminar will focus on and put into practice relevant aspects of applied linguistics, second language acquisition (SLA), pedagogy and testing. Topics include interactive and non-interactive hypermedia technologies, computer-assisted language learning (CALL) and second language (L2) literacy, language testing and technology, distance learning, online chat discussions, software selection, and more. Course formats include readings, discussion, demonstrations, and hands-on sessions with technologies. As part of a teaching portfolio, students will create their own computer-based materials for teaching. ENG-519. TEACHING THE MULTICULTURAL-MULTILINGUAL STUDENT. This course introduces students to the theories, methods, techniques, educational perspectives and issues involved in teaching children from diverse cultural and linguistic backgrounds. This course includes a field experience. ENG-520. FOUNDATIONS OF BILINGUAL EDUCATION. This course is designed to equip bilingual and second language teachers with the tools, knowledge and philosophy for working with language minority students in the context of bilingual/ESL programs. The course introduces candidates to the historical, political and legal foundations of bilingual education programs in the United States, in addition to exploring different models of bilingual programs and their psycholinguistic and sociolinguistic foundations upon which they rest. EDU-557. EFFECTIVE TEACHING SKILLS AND CLASSROOM MANAGEMENT. This course combines effective teaching skills and classroom management into one comprehensive course. It is designed to provide basic pedagogical tools and conceptual frames necessary for creating effective teaching and learning environments. Students will be introduced to the current research on best practices that inform teachers/practitioners. Students will be required to demonstrate through individual and small group experiential activities, the critical teaching skills that are embodied in the Delaware Teaching Standards, multiple assessment strategies, micro-teaching, mastery teaching, cooperative le4arning strategies and other instructional models. Additionally the student will have the opportunity to develop reflective teaching skills in the planning, delivery and evaluation of their cohort’s teaching performances. In a convivial atmosphere, the instructor and peers will provide feedback on an individual’s teaching related to performance-based objectives and learner outcomes. This course incorporates current research on the most effective strategies for improving classroom discipline, motivation, interpersonal relationships and academic performance on all grade levels. Attention is given to aspects of diversity and/or cultural factors that influence perceptions about classroom management and also factor which may assist in facilitating mainstreaming efforts. 4 credits. ENG-590. PRACTICUM. This course provides students with the opportunity to supplement coursework with practical work experience related to their educational program. Students work under the immediate supervision of experienced personnel at the School District where they are assigned as well as with the direct guidance of their instructor. EDU-601. CONTEMPORARY ISSUES IN AMERICAN EDUCATION. This course analyzes current trends, problems and theories based upon examination of recent educational literature. Students critically explore topics related to the formulation of curriculum, instructional policy and methodology in education. 3 credits. EDU-604. THEORIES AND METHODS OF INSTRUCTION. This course is a study of educational theories as applied to curriculum and instruction with emphasis on current trends and the identification of the instructional process, organizing operations and skills for teaching. 3 credits. EDU-608. DIAGNOSTIC TEACHING OF READING. This course consists of a review of current research and opinion, evaluation of materials techniques and programs for assessment and prescription of reading techniques. A Practicum provides students the opportunity to implement and evaluate a diagnostic-prescriptive reading program. 3 credits. EDU-611. THEORIES AND PRACTICIES IN EXCEPTIONALITIES. This course is designed to identify exceptional learners and provide an understanding of their educational needs. Specific teaching techniques will be explored, as well as principles and practices of program development. 3 credits. EDU-614. HUMAN GROWTH AND DEVELOPMENT. Educational implications of human development over the life-span are examined. Students will survey research with special attention to the applications to teaching and developmentally appropriate school programs. 3 credits. EDU-625/688. INTRODUCTION TO STATISTICS AND RESEARCH/ACTION RESEARCH. This course covers application of basic statistical techniques and research methodologies employed in qualitative and quantitative research in education. The focus of the course is primarily on action research and students will develop an action research plan as a course requirement. 3 credits.  

Graduate Program in Teaching English as a Second Language (TESL)

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  Objectives The MA in TESL is designed to achieve the following: Provide candidates with exposure to the theory and practice of teaching English to children whose first language is not English (LEP and ELL); Certify teachers as ESL teachers; Provide candidates with an advanced level of expertise and a thorough training in the discipline of analyzing the various facets of teaching LEP and ELL children; and Provide candidates with the preparation necessary for a career as a schoolteacher. The MA in TESL is an interdisciplinary program designed for educational personnel at the early childhood, elementary as well as secondary school levels. The program emphasizes the training of teachers who are interested in working with second language learners from diverse linguistic settings. It also helps its candidates explore research related to bilingual and bicultural children. Finally, the program is open for non-degree teachers who simply want to take courses for Certification or for certified teachers who simply need Content Knowledge courses. The interdisciplinary program involves courses taught in the Department of English and Foreign Languages and courses taught in the Department of Education. Faculty and staff from the above departments shall cooperate to make the program a success. While candidates shall use facilities available in both departments, the department of English and Foreign Languages is responsible for coordinating and directing the student orientation, student advisement, student teaching, field experience, thesis projects and portfolio reviews. Admission Requirements For admission to graduate study, applicants must show evidence that they have earned a bachelor’s degree at a regionally accredited college or university, possess the ability to do graduate work of high quality, and be proficient in the target language. Bachelor’s degrees earned from international institutions may be considered, to the discretion of the relevant admissions personnel. Also, applicants must submit to the Program Admissions’ Committee their GRE (Graduate Record Examination) scores or accepted equivalent, one official transcript from all previous undergraduate and graduate work, three letters of recommendation from professors or supervisors, and an 800-word statement of purpose indicating educational career goals and experience.  Applicants must have taken and passed Praxis I before they are admitted.  Teachers who intend to take courses for purposes of certification only must show evidence that they have earned a bachelor’s degree at a regionally accredited college or university, in addition to proof of their professional affiliation with a particular school system in the nation. Also, candidates need a pre- or co-requisite teacher education program in the following areas: English, Foreign Language, Elementary Education, or Content Areas for ES (O) L; Elementary Education (or Exceptional Children) for Bilingual: Elementary Content Area such as Biology, English, or Exceptional Children for Bilingual: Secondary. Other requisites include the following: Content Knowledge proficiency in the language where certification is sought: 15 semester hours of language at the intermediate level or above (or content knowledge Praxis II test) for Bilingual and up to 30 semester hours at the intermediate level for ESOL (or content knowledge Praxis II test) Productive Language test for Bilingual speakers Verification of knowledge of the relative culture (course, study abroad, native experience, etc. Furthermore, candidates have to fulfill the following language requirements: Proficiency in English: Native or near native fluency is required of all candidates. Degree Requirements This is a proposal for a two-degree plan: a 36 semester-hour plan without thesis but with a Comprehensive Exam (Plan A) or a 30 semester-hour plan with thesis (6 credits), excluding the Comprehensive Exam (Plan B). Candidates of either plan must complete a 3-credit practicum. Here is a breakdown of both programs: Plan A includes: 21 semester hours concentration in educational foundations, bilingual education and linguistics courses 12 hours in a minor concentration A 3-credit hour practicum A Comprehensive Exam Plan B includes: 21 semester hours concentration in educational foundations, bilingual education and linguistics courses 6 hours of electives A 3-credit hour practicum A Comprehensive Exam A thesis (6 hours) Curriculum Grid   Year 1 Session Course # and credit Course Title Fall I ENG-518    (3 credits) Methods of Teaching English as a Second Language* Fall II EDU-557   (3 credits) Effective Teaching Strategies* Spring I ENG-519   (3 credits) Teaching the Multi-cultural/ Multilingual Student* Spring II EDU-614   (3 credits) Human Development in Education Summer I ENG-504   (3 credits) Second Language Acquisition Summer I ENG-510   (3 credits) Structure of Modern English Summer II ENG-512   (3 credits) Seminar on Theories and Practice of Second Language Learning and Testing Summer II EDU-611   (3 credits) Theories and Practices in Exceptionalities Year 2       Fall I EDU-608   (3 credits) Diagnostic Teaching of Reading* Fall II ENG-590   (3 credits) Practicum* Spring I (3 credits) Elective/Thesis Spring II (3 credits) Elective/Thesis   *Courses require EFE as mandated by the Council of Professional Educators (CPE)   Electives       ENG-520. Foundations of Bilingual Education                                                                               EDU-601. Contemporary Issues in American Education                                                               EDU-604. Theories and Methods of Instruction                      EDU-625. Introduction to Statistics and Research in Education  

Sociology

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  As an HBCU, Delaware State teaches sociology from a unique perspective. We provide our students with a strong basic foundation in the study of social institutions, including religion, politics, media, marriage/parenthood, and labor/industry. But Delaware State’s program also explores how societies are affected by factors such as   race gender ethnicity sexual orientation cultural identity Sociology majors become proficient in writing, critical thinking and analysis, academic research, and interpersonal communication. They have the opportunity to apply for internships and gain real-world, hands-on experience. All seniors in the program complete an independent, in-depth capstone project on a subject of their own choosing. Students graduate with a widely applicable skill set and a variety of career options, including graduate school. Professional Preparation Many Sociology graduates pursue advanced degrees in sociology, social work, law, criminal justice, and related disciplines. Others go directly into the work force and compete successfully for positions in fields such as criminal justice corrections mental health counseling drug and alcohol counseling social work Faculty Faculty in the sociology department are devoted teachers with a keen interest in undergraduate education. Professors are approachable and supportive, offering mentorship and academic guidance as well as classroom expertise. Members of Delaware State’s sociology faculty are active researchers and writers, with specialized interests that range from cultural anthropology to social stratification and global inequality. Research and Experience Sociology students can gain real-world experience through internships in the public and nonprofit sectors. The internship program has been expanded; students can now apply for hands-on work opportunities at mental health facilities drug / alcohol counseling centers juvenile counseling programs prisons homeless shelters transitional housing    

Criminal Justice

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  In Delaware State’s Bachelor of Criminal Justice degree program, students don’t merely study from textbooks. They also learn real-world lessons via our outstanding internship program, getting hands-on experience in the law enforcement, corrections, and criminal justice systems. This practical education is paired with a strong academic program that emphasizes writing and critical thinking. Students who earn a criminal justice degree from Delaware State have an excellent track record of success in the job market and graduate school.   The criminal justice major reflects our traditional mission as an HBCU. The program explores the historical and sociological roots of the U.S. criminal justice system, with particular emphasis on its racial and cultural foundations. Students compare the abstract principles of criminal justice against the actual workings of the criminal justice system, while learning about models for reform. Professional Preparation The criminal justice major at Delaware State stands out for its outstanding internship program. Our students get field experience opportunities in Delaware, New Jersey, and Maryland. They can choose internships that focus on substance abuse, homeland security, corrections, or other specialties. Whatever type of internship they perform, criminal justice majors get to explore their career options, add experience to their resumes, and make contacts within the profession. The department participates actively in the National Association of Blacks in Criminal Justice, yielding further professional connections and opportunities for students. Faculty Criminal justice faculty are devoted teachers with a keen interest in undergraduate education. Professors are approachable and supportive, offering mentorship and academic guidance as well as classroom expertise. Members of Delaware State’s criminal justice faculty are active researchers and writers, with specialized interests that include domestic violence, prison rehabilitation, drug abuse, mental illness, and international criminal systems. Research and Experience Delaware State’s criminal justice department actively supports innovation in the field. The department is currently involved in a project to improve the chain of custody for criminal evidence (including in national security cases). It also is planning to participate in the national “Inside Out” prison exchange program, a new approach to prisoner rehabilitation and behavioral transformation. Students also have the opportunity to participate in community-service projects, take field trips to prisons and social service centers, and join other students in the Sociology and Criminal Justice Club.    

TV Production

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  Introduction   Delaware State’s television production degree stands out for its emphasis on practical, hands-on education. Students gain hundreds of hours of experience (plus academic credit) at the student-run television station (Channel 14), and hundreds more via internships and work placements at real-world TV stations (including local stations WHYY and WBOC). As a result, our graduates enter the job market with well-developed skills, impressive resumes, and the confidence they need to go right to work. Students also gain a theoretical understanding of how television shapes our culture, politics, and economy, while examining current issues and challenges in the profession such as changes in television technology regulatory and political factors competition from digital media such as You Tube the economic state of the television industry Professional Prep Delaware State students produce a weekly newsmagazine called “DSU Speaks,” which is broadcast on Channel 14. TV Production majors get direct experience in all aspects of the production cycle, developing specific career-building skills such as broadcast writing camera, sound, lighting, and floor management directing, editing, and producing news gathering and reporting management media law and ethics The department sponsors networking programs such as the Mass Communications Symposium and Career Fair, in which alumni visit campus, interact with undergraduates, and share career advice and professional contacts. Faculty Delaware State’s Mass Communications instructors teach from experience. All have spent years in the communications industry and are able to convey both the theoretical and practical concepts that students need to build their careers. The faculty includes public relations entrepreneurs, documentary filmmakers, online journalists, and veterans of the newspaper, television, and radio industries. Research and Experience Students gain extensive television production experience by working for Channel 14 (the on-campus, student-run station) and via internships for Delaware stations such as WHYY and WBOC. Student interns draw exciting assignments, such as helping to cover the 2008 Summer Olympics in China. Some undergraduates from the department have participated in the McNair Program, winning research stipends and presenting their findings at national conferences. All Mass Communications students have the opportunity to present original research on campus every spring during Honors Day.  

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