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Teaching (MAT)

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Introduction The Master’s degree in Teaching offers a pathway into the profession for individuals who hold bachelor’s degrees in non-teaching fields. In just one year, students can gain both a graduate degree and a teaching credential, rejoining the work force with a highly marketable set of skills. The program is focused on areas of critical teaching need, especially science and foreign languages. Applicants must hold a bachelor’s degree in biology, chemistry, physics, science, math, English, French, Spanish, physical education, business, history, or agriculture.  The program enables students to cultivate practical skills via direct experience in real-world classrooms, while gaining a broad theoretical background in areas such as cognitive development, assessment, and diverse classroom populations. Graduates possess the skills, techniques, and theoretical framework to move directly into a successful teaching career. Required Courses Professional Preparation Graduates achieve certification to teach in their content area of expertise. They develop specific skills and theoretical knowledge in ethnic, racial, and cultural diversity in the classroom the use of technology in teaching literacy classroom management research methodologies Delaware State has a reputation for excellence in teacher education and development, and our graduates have a strong track record of success. Graduates of this program become strong candidates for employment in top school districts across the country. Faculty Faculty members in the College of Education combines academic expertise with direct experience in the field of education. They have served (or continue to serve) as classroom instructors, principals, policymakers, analysts, and advocates. Their experience enables them to offer practical guidance and mentorship, helping students adapt to the professional world and make wise career choices. Research and Experience The Master’s in Teaching degree includes a mandatory full semester of student teaching experience in an actual classroom. During this practical experience, students complete and present a professional portfolio and “Teacher Work Sample” as an assessment tool. Contact: Dr. Cecil Clark Director - Clinical Field Experiences cclark@desu.edu Ext. 6740, Room 110 Ms. Stacey Gede Senior Secretary - Office of Clinical and Field Experiences sgede@desu.edu Ext. 6727, Room 110 Dr. N. K. Rathee Acting Director, Graduate Program nrathee@desu.edu Ext. 7170, Room 112  

Curriculum and Instruction (MA)

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  Introduction  The Master’s in Curriculum and Instruction at Delaware State offers an exceptionally broad, inclusive look at teaching techniques and materials. The program examines student populations from a wide range of economic, social, racial, ethnic, and religious backgrounds. It offers specific focus on special categories such as exceptional learners, students from low-income families, and minority students. Our program also emphasizes literacy development. Graduates possess the ability to develop instructional and curriculum strategies tailored for many different types of schools, students, and environments. They are qualified for advanced careers as classroom instructors and department chairs, and can compete for jobs in administration, research, consulting, assessment, and policy analysis. This program is for advanced study and does not lead to certification.   Professional Preparation This program provides students with the knowledge and skills necessary to become competent teachers and curriculum specialists. They are prepared to make improvements in curriculum development, teaching and learning strategies. It also prepares educators to assume leadership roles in the following areas: a.) Development of Curriculum and Instruction at all levels of the educational system. b.) Improvement in design of instruction for exceptional students and students from diverse cultural backgrounds. The Master of Arts in C&I degree prepares graduates for careers as administrators, curriculum specialists, and curriculum consultants.    Faculty Faculty in the Department of Education, combines academic expertise’s with direct experiences in the field of education. They have served (or continue to serve) as classroom instructors, principals, policymakers, analysts, and advocates. Their experience enables them to offer practical guidance and mentorship, helping students adapt to the professional world and make wise career choices.    Research and Experience Master’s degree candidates in this program gain first-hand experience with both quantitative and qualitative research. They must complete a Capstone project, which can take one of the following two forms:   Research Thesis Students must conduct an empirical research study, develop and write a thesis, and defend it before a faculty committee. Scholarly research and multimedia presentation:  Students must write a scholarly research paper and deliver the contents in a multimedia presentation to a faculty committee.   Contact:  Dr. N. K. Rathee Acting Director, Graduate Program nrathee@desu.edu Ext. 7170, Room 112 Dr. Richard Phillips Assistant Professor Program Coordinator rphillips@desu.edu Ext. 7569, Room 235     

Special Education (MA) Program Details

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Purpose The advanced program in special education is an NCATE/NASDTEC (1998-99) approved, rigorous, non-categorical program, with emphasis on serving the needs of school students with high incidence disabilities. The program has been designed to enhance leadership, critical thinking/problem solving, and instructional skills of certified or certifiable teachers and teacher educators. The philosophy of the program is based on the following tenets that emanate from the stipulations of the Individuals with Disabilities Education Act (IDEA), and it’s subsequent reauthorizations and amendments, these are such that: All children are entitled to a free and appropriate public education (FAPE); Children with disabilities should be educated with age grade peers to every extent possible (LRE); and that the Zero Reject policy allows that all students with disabilities be educated to reach their individual potentials. The advanced program in special education is also based on the inclusion philosophy, such that students with disabilities are afforded the opportunities to engage in the same routines, activities, and lifestyles as students without disabilities. The advanced program also addresses preparation for meeting the needs of students who have exceptional gifts and talents. In addition, the advanced program aims to strengthen educators’ collaboration, team work, integration of technology, and research as applicable to provide necessary supports and services for students with disabilities in today’s educational settings. The advanced program in special education, therefore, primarily focuses on the sound rationale that extensive opportunities should be provided to program participants for the exploration of varied theoretical orientations and ideologies that significantly impact upon the development and utilization of best practices in the field of Special Education. The advanced program in special education at Delaware State University is aligned with the Professional Education Unit’s conceptual model, with its component standards as follows: Diversity, Interpersonal Communication, Reflection, Effective Instruction/Assessment Strategies, Content and Pedagogical Knowledge and Skills (DIRECT), Delaware State Teaching Standards (DSTS), and with the National Council for Exceptional Children (CEC) Professional Practice Standards for instruction, assessment, behavior management, communication, consultation, and collaboration, inclusion, multi-cultural education, transition, the integration of technology to provide supports for all students to access the curriculum, and research necessary to maintain and further the field of Special Education. Goals and Objectives The goals of the advanced program in special education are to: Prepare certified or certifiable educators to engage in the responsibilities of leadership in special education in both public and private sectors. Develop an understanding of program planning, funding, and implementations of programs and projects. Conduct program evaluations. Develop supervisory skills. Understand multidisciplinary service delivery, including inter and intra-agency communication, consultation, and collaboration. Facilitate parent participation in the assessment and education decision making processes . Accurately and effectively implement the legal aspects of special education. Prepare certified or certifiable educators to employ critical thinking and problem solving knowledge and skills as they relate to working in a variety of special education and inclusive settings. Conduct quantitative and qualitative research utilizing various appropriate methodologies. Develop analytical and synthetical skills. Conduct research and assessment with diverse populations that is not culturally biased. Prepare certified or certifiable educators to apply theoretical knowledge, to the development and implementation of current best practices in instruction, assessment, behavior management, materials selection and development, communication, consultation and collaboration, working with families and community agencies, inclusion, multicultural education, transition, technology, and research. Understand the historical, philosophical, and legal foundations of special education. Serve a diverse community of learners as it relates to special education. Demonstrate an in-depth knowledge of assessment procedures. Develop the necessary linkages between assessment and effective instruction in relation to program planning. Design and implement effective instructional strategies and curricula. Plan and manage classroom routines and behaviors. Consult and collaborate with various constituencies. Develop and implement plans and strategies to facilitate effective transitions from school to adult living. Integrate technology to enhance student learning. Requirements A special education masters program candidate must have completed nine to twelve (9-12) credit hours of masters level work, applied for candidacy, and been accepted into the Masters in Special Education Program. The program requirements component of the advanced program in special education includes courses of study that provide a strong foundation in knowledge of educational principles, practice and current trends, with emphasis on research in education. The required component also focuses on skills and practices that all students in the program must know and be able to perform as special educators and teacher educators. Whereas, the elective component of the program provides a window for participating graduate candidates to prepare in one or more areas of special education as specified by their choices related to their future professional goals. Thus, required course work provides depth and breadth in special education, while elective courses provide opportunities to specialize in one or more aspects of special education. The current Master of Arts in Special Education requires that candidates take nine (9) three credit hour courses in the required component, and three (3) electives, covering a variety of topics (see program curriculum), for a total of thirty six (36) credit hours. This program, in and of itself, does not lead to certification in special education. It is designed for certified or certifiable participants, who have taken the prerequisite courses that prepare them for certification in special education (see Masters of Arts in Teaching Elementary Special Education, and/or Master of Arts in Teaching Secondary Special Education. These programs require 55 and 51 credit hours respectively because they include the required content strands that lead to certification). Certification is determined by the Delaware State Department of Education. Note: Additional content area course work may be necessary for Secondary Special Educators who wish to be considered highly qualified in the areas they teach.   REQUIRED COURSES   Capstone Options Program candidates have the option to choose between a six-hour research thesis, or complete 30 program credit hours and either a global comprehensive exam, or a scholarly multi-media research presentation as their capstone experience. These options are as follows: Research Thesis: Students selecting the research thesis option must satisfactorily conduct an empirical research study and successfully defend the research study before a duly convened faculty committee. Scholarly Research and Multi-media Presentation: This option requires students to write a research paper and present the contents of the paper in a multi-media presentation to a faculty committee. Course Descriptions:  EDUC-611. THEORY TO PRACTICE IN EDUCATING INDIVIDUALS WITH EXCEPTIONAL NEEDS  This course assists educators to identify, understand, and develop curriculum for meeting the exceptional needs of learners across ages and levels of intensity. Principles of practice and program development will be explored in light of accepted models and theoretical structures. 3 credits. EDUC-621. TECHNOLOGY IN SPECIAL EDUCATION  This course examines the infusion of technology in special education and general education classrooms and settings to support the learning of students who require special educational services. Students in this course will compare and analyze the utilization of technology for this purpose in the Unites States of America and other countries. Human factors and resources will be considered in the selection of devices, adaptation, and modification to accommodate the instructional and curriculum access of learners with disabilities. Prerequisite 12-611. 3 credits. EDUC-625. INTRODUCTION TO STATISTICS AND RESEARCH METHODS IN EDUCATION This course covers application of basic statistical techniques and research methodologies employed in qualitative and quantitative research in education. Students will be introduced to descriptive and inferential statistics and the design of research. The focus of the course will be primarily on action research. 3 credits. EDUC-628. CURRICULUM, METHODS, AND MATERIALS IN SECONDARY SPECIAL EDUCATION This course is designed to impart knowledge and skills in curriculum development, transition assessment and program planning, adaptations, modifications, and accommodations needed for individual students with disabilities to access curricula and make successful transitions to adult living and career development. (This course is for Secondary Special Education only.) 3 credits. EDUC-629. ASSESSMENT OF INDIVIDUALS WITH EXCEPTIONAL NEEDS  This course imparts specific knowledge and skills involved in utilizing formal and informal instruments and techniques to assess the strengths, needs, interests, and preferences of individuals with exceptional social and learning needs. Emphasis is placed on providing students with knowledge and skills necessary for selecting, administering, interpreting, evaluating, and reporting results from measurement and/or screening instruments and techniques commonly employed by professionals to facilitate special education placement, accommodations, and program decisions. 3 credits. EDUC-630. CURRICULUM, METHODS, AND MATERIALS IN ELEMENTARY SPECIAL EDUCATION This course is designed to impart knowledge and skills in curriculum development, adaptations, modifications, and accommodations for individuals with exceptional needs in a variety of elementary educational settings. Students will model and practice the selection and use of commercially available and teacher-made materials. (This course is for Elementary Special Education only.) 3 credits. EDUC-633. CLASSROOM MANAGEMENT AND POSITIVE BEHAVIORAL SUPPORT This course demonstrates various approaches, programs, and methods for assessing and implementing behavior change in classrooms and related settings. Emphasis is placed on the creation of a safe and conducive learning environment for all learners. Students model and demonstrate individual and group management techniques. Consideration is given to age and developmental level, cultural and familial expectations, and learning characteristics. 3 credits. EDUC-640. MULTI-CULTURAL EDUCATION This course explores the use of knowledge about cultures in the schooling process; presents specific teaching strategies, classroom management techniques, and communication strategies that have proven to be effective with culturally diverse populations; explores ways to identify and alleviate negative bias and prejudice in teaching materials, assessment instruments, school practices, and school organization. 3 credits. EDUC-644/683. USING TECHNOLOGY TO ENHANCE STUDENT LEARNING AND ORGANIZATIONAL MANAGEMENT This course addresses current technologies from a practitioner’s point of view. The Internet, World Wide Web and production software are sued with the intent to make informed decisions both administratively and instructionally. Advance students will have the opportunity to focus on emerging technologies in their applications from the viewpoint of planning, enhanced communications, managing information, delivery of instruction and the latest technologies used by professionals in their respective fields. 3 credits. EDUC-648. THEORIES OF INSTRUCTION AND CURRICULUM DESIGN  The course design provides an opportunity for graduate candidates to supplement their theoretical knowledge of curriculum and instruction by developing units or courses in step-by-step fashion. Participants design an actual course of instruction with the asset of guidelines and theoretical base. This combination of theory and process provide educators with a unique approach to learning curriculum development and enhancement skills. 3 credits EDUC-602. IDENTIFICATION AND INSTRUCTION OF STUDENTS WHO COME FROM DISADVANTAGED SITUATIONS In this course, students learn to identify characteristics of the school population which have been classified as disadvantages. Students model and demonstrate approaches and techniques to ensure that all students access the curriculum which have proven successful at local and National levels. 3 credits. EDUC-607/-633. THEORIES AND PRACTICES OF CLASSROOM MANAGEMENT  Study of techniques for managing the special education classroom. Behavioral and humanistic approaches are examined and evaluated in relation to managing both instructional programs and student behaviors. Individual and group management techniques will be explored. Consideration will be given to age, developmental level, behavioral, and learning characteristics of school students. 3 credits. EDUC-608 . DIAGNOSTIC TEACHING OF READING  Analysis of the diagnostic teaching of reading and literacy; a review of current research and opinion; evaluation of materials, techniques, and programs for assessment and prescription of reading techniques. Practicum in implementing and evaluating a diagnostic-prescriptive reading program. 3 credits. EDUC-609. IDENTIFICATION AND INSTRUCTION OF STUDENTS WITH EXCEPTIONAL GIFTS AND TALENTS  In this course, participants will learn and discuss the process and issues involved with identifying, instructing, and providing social and learning supports for students who are classified as having exceptional gifts and talents. They will become familiar with national incentives and various statewide programs for students in this category of special education services. 3 credits. EDUC-632. ADMINISTRATION AND SUPERVISION OF SPECIAL EDUCATION  This course is focused on the areas of program planning, project development, and budgeting for special education programs and services using federal, state, and local funding sources, faculty and staff development in-service programs, program evaluation, and supervision of special education and related service personnel. Additional topics addressed in this course are the relationships among special educators, general educators, and vocational educators in transition and program planning, working with families and advocates, inter-agency collaboration and cooperation in meeting the exceptional needs of individuals with disabilities. 3 credits. EDUC-634 CONTEMPORARY ISSUES IN SPECIAL EDUCATION  This course provides for an intensive study of the educational implications and ramifications of current issues in the fields of special education, human services, employment, and housing for persons with disabilities. An in-depth study of a particular problem area is required of each student. 3 credits. EDUC-635 COUNSELING AND GUIDANCE FOR INDIVIDUALS WITH DISABILITIES AND THEIR FAMILIES  This course is designed for special educators, general educators, and vocational educators who need to be involved with research, methods, and techniques of guiding and counseling students, and their families. Topics include programming, services, and supports for students who are considered to have social and emotional maladjustment. Engineering group dynamics and structuring classroom activities to develop social awareness, knowledge, and skill-streaming are emphasized. Increased collaboration and cooperation with community mental health and developmental disabilities resources is promoted. 3 credits. EDUC-636 LEGISLATION, LITIGATION, AND FINANCE IN SPECIAL EDUCATION  Students in this course examine the impact of legislation, litigation, and funding that provides the basis for providing special education supports and services. Students explore and examine the roles of parents, educators, other professionals, and community representatives. They analyze how special education supports are financed at federal, state, and local levels. 3 credits. EDUC-637 ISSUES IN SECONDARY TRANSITION AND VOCATIONAL EDUCATION  Students in this course identify current issues related to secondary transition and vocational education (i.e., development and implementation of curriculum, using instructional strategies, infusing technologies, collaborating and coordinating to promote the development of self-determination skills and career development of individuals with disabilities.) Participants intensely study the educational implications and issues in relation to increasingly diverse, inclusive educational settings and classroom learning environments. Special emphasis is placed on life-long career development, vocational education, the role of rehabilitation services, and transitions of students with disabilities from school to adult living. Program candidacy is required. 3 credits. EDUC-638 SEMINAR IN SPECIAL EDUCATION RESEARCH AND PRACTICE Candidates in this course undertake a comprehensive study of specific topics in the education of individuals with disabilities. This study will be announced periodically and offered through the graduate seminar. Permission of the Program Coordinator or Department Chair must be secured in writing and filed in the Office of Graduate Programs prior to enrolling in this course. 3 credits. EDUC-699 THESIS OPTION  Candidates seeking the Master of Arts Degree in Special Education at Delaware State University will complete one of the following options: 1.) An approved program consisting of thirty six (36) credit hours, or (2.) a thesis plus and approved program consisting of 30 credit hours. Said thesis must be prepared according to the specifications of the Education Graduate Program Office. A preliminary application must be submitted to the Education Graduate Program Director in the semester prior to registration for the thesis credit. 6 credits. Contact: Dr. N. K. Rathee Acting Director, Graduate Program nrathee@desu.edu Ext. 7170, Room 112        

Physical Education (K-12)

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Introduction   Delaware State offers a physical education program for the 21st century. We are emerging as national leaders in the innovative “tactical” approach to physical education, a teaching model that organizes instruction around broad skills and strategies rather than individual sports. Our redesigned program also covers recent trends such as movement education and adaptive PE, current methods of assessment and testing, and cultural/gender diversity in physical education. Students enjoy close mentoring from faculty, opportunities for community involvement, and academic support (as needed) to build classroom skills in reading, writing, and math. Professional Preparation The Physical Education program at Delaware State meets all standards set by the National Association for Sports and Physical Education (NASPE) and National Council for the Accreditation of Teacher Education (NCATE). Upon graduation, PE majors become licensed teachers in the state of Delaware. They are eligible to teach in public, private, parochial, and charter schools; substitute teach in any school district; or work in PE-related fields such as coaching, recreation, and fitness training. Faculty The Physical Education faculty are experts in fitness — not just physical fitness but also mental and career fitness. They help students master course material while developing the habits, discipline, and confidence to succeed as educators. Our faculty combine academic credentials with personal experience as PE instructors, coaches, and trainers. They have life lessons to share along with their subject-matter expertise. Research and Experience This program provides for extensive early field experience and a one-semester student teaching experience. Students spend time in real-world schools during the sophomore, junior, and senior years. Delaware State’s use of the innovative “tactical” approach has created research opportunities for our students. Some have participated in studies to test outcomes and develop assessment methods for the new model. Others have been involved in programs to introduce the tactical approach to veteran PE teachers.      

Elementary Special Education (1-8)

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  Introduction The Elementary Special Ed major prepares teachers to work with children (kindergarten through eighth grade) who have who have high incidence disabilities. This type of teaching requires specialized skills, and Delaware State offers the perfect environment for developing those skills, with small class sizes and a supportive atmosphere that emphasizes direct faculty-student interactions. The program requires 70 hours of field experience and covers the latest methods in instruction, diagnosis, testing, child development, and assessment. In addition, our students develop strategies for meeting the often difficult challenges involved in special education. The United States faces a critical shortage of special education teachers, so graduates of this program are likely to find many job opportunities. Professional Preparation All graduates become licensed teachers in the state of Delaware. The college has campus chapters of professional teaching organizations such as Kappa Delta Pi and the Council for Exceptional Children. Students will develop professional teaching skills in language development remedial and developmental reading behavior analysis and modification assessment and diagnosis of exceptional students lesson planning and classroom management communication with parents and family members Faculty All faculty in the Special Education program have teaching experience with learning-disabled students between grades 1 and 12. Faculty in the College of Education, Health and Public Policy offers more than academic instruction. They act as mentors, taking a personal interest in students to help them meet challenges in the classroom, the professional world, and in life. College Of Education professors represent a diversity of cultural and ethnic backgrounds and have an impressive list of achievements in research and writing, as well as excellent connections within the education community. Research and Experience The Elementary Special Education major requires dozens of hours of direct classroom observation and student teaching experience, spread across three years of the program. The process begins in the sophomore year, with more than 20 hours of early field experience (EFE) and concludes with a full semester of student-teaching placement during the senior year. Students have the opportunity to conduct research in behavior change and response to intervention (RTI). They present their findings during the annual Honor’s Day proceedings.      

Secondary Special Education (7-12)

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  Introduction The Special Education program prepares teachers to work with students who have high incidence disabilities. Students work closely with faculty and gain a large DOSE of direct real-world experience, developing the specialized skill set required by this challenging but rewarding profession.  Special Education teachers make a real difference in the lives of students and their families. The United States is currently experiencing a critical shortage of special education teachers, so graduates of this program often have a wide range of employment options, not only in schools but also in rehabilitation facilities, parent guidance centers, and counseling programs. Professional Preparation Graduates of the Special Education program are certifiable to teach in the state of Delaware and are prepared to assume the complex responsibilities of teaching students with special needs. Preparation is focused on developing researched-based strategies for instruction, assessment, behavior analysis and change, classroom management and for students with diverse backgrounds and needs in least restrictive environments.  Graduates will be able to:   Create individualized educational programs (IEP) tailored to each student’s strengths and needs Manage and monitor student behavior and social interaction skills Use adaptive technology in the classroom Communicate and collaborate with parents and other teachers Use art, music, fitness, and wellness in their special education programming Plan a culturally responsive special-education program Use adaptive and assistive technologies Collaborate with families and other stakeholders Faculty In the challenging field of special education, experience is the greatest teacher. Our special education faculty members have all worked in special education classrooms, providing them with researched-based approaches and practices. Their experience enables them to act as mentors and career coaches, offering specific guidance and problem-solving advice to teacher education students.   In addition to their practical experience, professors bring years of academic study, research, and scholarship into the classroom. Research and Experience Real-word experience for the Special Education major occurs in three phases; early field experience (EFE) during the sophomore year; a practicum for method course in the junior year; and a full semester of student teaching in the senior year.   Students also have the opportunity to participate in research on subjects such as behavior change and response to intervention (RTI), and to present their findings at the annual University-wide Honors Day presentation event.    

Science Education

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  Introduction   The United States faces a critical shortage of qualified science teachers, particularly within diverse communities. The Science Education program at Delaware State addresses both of these needs. Students benefit from small classes, and they gain valuable hands-on teaching experience in real-world schools. Science education is a field of critical needs/teachers shortage thus program completers have good prospects for employment. Professional Preparation The Science Education program is recognized by the National Science Teachers’ Association (NSTA) and prepares graduates to teach physical and earth sciences at the middle school and high school levels. All graduates become licensed teachers in the state of Delaware. Students will develop professional teaching skills in: core subjects such as physics, biology, chemistry, and astronomy cutting-edge scientific material such as climate change and environmental issues the use of advanced technology in the classroom lesson planning assessment Faculty Delaware State’s diverse faculty come from a wide range of ethnic and national backgrounds, making them especially qualified to prepare teachers for multicultural classrooms. They have many years of direct teaching experience and have been involved in developing statewide science curriculum and professional development standards for teachers. Above all, Science Ed faculty act as mentors, taking a personal interest in students to help them meet challenges in the classroom, the professional world, and in life. Research and Experience As part of the Science Education program, students must complete a short-term content-specific research project. In addition, they complete hundreds of hours of direct classroom observation and student teaching experience, spread across three years of the program. The process begins in the sophomore year, with more than 20 hours of early field experience (EFE), and concludes with a  full semester of student-teaching placement during the senior year.  

Middle Level Education (5-8)

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  Introduction A Middle Level Education degree from Delaware State provides a competitive edge in the job market. Students in our program are required to develop two subject-area concentrations, which makes them highly marketable. In addition, Delaware State offers specific preparation for teaching in diverse classrooms, where there is a nationwide shortage of middle-school teachers — especially in areas such as math, science and world languages. Because Delaware State has a reputation for excellence in teacher education, our graduates enjoy a very high job-placement rate and are often recruited by out-of-state districts. Professional Preparation All graduates become licensed teachers in the state of Delaware. They are prepared to teach fifth through eight grades, with two subject-area concentrations. Students will develop professional teaching skills in: adolescent psychology and emotional development the use of technology in education guidance and counseling multicultural classrooms and global societies literacy development In addition, professional teaching organizations such as Kappa Delta Pi and the Council for Exceptional Children have campus chapters at Delaware State, providing career guidance and preparation to education students. Faculty Most faculty members in this program have taught at the middle-school level and bring real world experiences to the program. They offer more than academic instruction, acting as mentors who can help students meet challenges in the classroom, the professional world, and in life. Research and Experience Candidates have opportunities to get involved in community-based research, in which they study educational problems in local school districts and proffer solutions based on their research and experience. These projects are attached to specific courses such as Middle School Years, Effective Teaching and Classroom Management, and Technology in Education. Students are exposed to real word experiences through early field experiences (EFE), engaged in at the entry level, practical experiences through methods courses, and student teaching in partnered middle schools.  

Elementary Education (K-6)

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Introduction The Elementary Education program at Delaware State provides outstanding career preparation for K-6 teachers. Students learn to teach all academic subjects, with extra emphasis on literacy and multicultural / multiethnic classrooms. The program emphasizes direct, hands-on experience in real-world classrooms and incorporates the most current theories in learning, assessment, and child development. Delaware State has a growing reputation for excellence in teacher education. Our graduates have an extremely high job-placement rate within the state and are also recruited by out-of-state districts. Professional Preparation All graduates become licensed teachers in the state of Delaware. The college has campus chapters of professional teaching organizations such as Kappa Pi Delta and the Council for Exceptional Children. Students will develop professional teaching skills in academic instruction classroom management lesson planning assessment child intellectual and psychological development special education communication with parents and family members the use of technology in the classroom music and art literacy development Faculty Faculty in the College of Education, Health and Public Policy offers more than academic instruction. They act as mentors, taking a personal interest in students to help them meet challenges in the classroom, the professional world, and in life. COE professors represent a diversity of cultural and ethnic backgrounds and have an impressive list of achievements in research and writing, as well as excellent connections within the education community. Research and Experience The Elementary Education major requires dozens of hours of direct classroom observation and student teaching experience, spread across three years of the program. The process begins in the sophomore year, with more than 20 hours of early field experience (EFE), and concludes with a 12-week student-teaching placement during the senior year.

Early Childhood Education (Birth to Grade 2)

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  Introduction Delaware State University’s Early Childhood program provides a high quality educational experience in working with children ages 3-8. With its heavy emphasis on direct, practical experience, the ECE major offers outstanding preparation for careers in teaching, research, administration, and related fields.   Students log many hours in Delaware State’s Early Childhood Lab School, an on-site licensed facility that serves toddlers and preschoolers from the local community. The Lab School enables ECE majors to work with seasoned instructors, develop classroom skills, get familiar with multicultural educational settings, and interact with parents — all while engaging their passion for teaching and working with young children.  In addition, students have the opportunity to apply their learning in the Delaware public schools (K-2) and child care programs in the area. Professional Preparation The Early Childhood Education program at Delaware State meets all standards set by the National Association for the Education of Young Children (NAEYC). Early childhood Education students will develop the following professional skills as outlined in the NAEYC Standards for Professional Preparation: ·         Promoting child development and learning ·         Building family and community relationships ·         Observing, documenting and assessing to support students and families ·         Using developmentally effective approaches ·         Using content knowledge to build meaningful curriculum ·         Developing as a professional Faculty Faculty in the College of Education, Health and Public Policy offers far more than academic instruction. They act as mentors, taking a personal interest in students to help them meet challenges in the classroom, the professional world, and in life. The on-site Lab School also provides an ideal setting for mentorship, enabling students to observe and work with veteran teachers and learn from their problem-solving strategies, communication methods, and teaching expertise. Our faculty members are well published and bring a wealth of knowledge and experience in young children’s development, literacy learning, administration as well as family and community partnerships. Research and Experience Opportunities for action research take place in many field based courses throughout the program. In addition to the observation hours spent at the DSU Lab School, students gain valuable experience by participating in early-childhood programs in the community and local schools. Early in their college career, students complete 60 hours of early field experience. Once juniors and seniors enter the Teacher Education Program they complete four practicums (infant/toddler, preschool, special education, and primary grades), followed by a full semester of student teaching. Contact:   Dr. Rayton Sianjina, Chair & Director - Graduate Studies rsianjina@desu.edu Ext. 7170, Room 112   Ms. Sabrina Bailey, Senior Secretary - Chair's Office sdbailey@desu.edu Ext. 6720, Room 100     Dr. Janet Hill, Associate Professor Program Coordinator jhill@desu.edu Ext. 7393, Room 242  

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