Academic Catalog

Adolescent Teaching: Social Studies 7–12 & Student with Disabilities, B.S.Ed.

Program Description

Medaille College’s B.S. Ed. degree program in Adolescent Social Studies Education with dual-certification in Social Studies 7–12 and Students with Disabilities is committed to the academic and professional preparation of highly qualified teachers through rigorous, integrated coursework in the liberal arts and professional studies. The program emphasizes active, experiential learning both inside and outside the classroom through frequent field observation and practice over four years.

The program is committed to fostering reflective practitioners with demonstrated proficiency in academic content, pedagogy, learning theory, and student development. Its graduates will be well prepared to function effectively in an inclusive classroom, to meet successfully the learning and developmental needs of diverse student constituencies, and to function as capable professionals in a variety of secondary school environments. The program is dedicated to producing teachers who will exhibit intellectual rigor and compassion in the learning environment and who will balance their high expectations for students with appropriate degrees of support and assistance to assure adolescents’ intellectual and personal growth.

The Adolescent Education program at Medaille College will offer simultaneous certification in both general and Students with Disabilities. Through this dual-certification process, students will be better able to serve the needs of all individuals across a wide range of learning styles and needs in middle and high school settings through knowledge of differentiated instruction, curricular adaptation, classroom management, the development of positive and supportive classroom environments, and the provision of individualized educational support. Students will also be prepared to collaborate in inclusive settings with developing effective partnerships between classrooms and families.

Program graduates will demonstrate the knowledge, skills, professional attitude, character, and commitment to future students and the teaching profession congruent with New York State and national standards for initial certification and long-term professional success.

Program Goals

  • To provide students with individual supervision and assessment during their course work and field experience to assure that each teacher candidate has the opportunity to develop appropriate professional skills.
  • To individualize and adequately differentiate instruction so as to address the academic and emotional/behavioral needs of each learner thereby creating a classroom of values, validates and nurtures each child.
  • To offer a contemporary curriculum that provides majors with the knowledge of subject matter, teaching techniques and principles of classroom management.
  • To prepare specialized content matter experts who are also strongly grounded in the liberal arts and professional studies.
  • To prepare teachers who are skilled in collaboration and team work both with professional colleagues and families.
  • To provide majors with an understanding of the foundations or educational practice and the philosophical, historical, social, psychological and pedagogical principles that guide instructional decisions.
  • To foster graduates who participate in professional growth opportunities as life-long learners and who are potential leaders in community and educational settings.
  • To produce graduates able to effectively teach in inclusive and culturally diverse classrooms and to promote learning and healthy development for all adolescents, including those with disabilities and special abilities by planning for remediation, enrichment and adaptation of materials.
  • To develop positive and supportive classroom environments in which all students will be valued and successful.
  • To prepare graduates who can effectively integrate theory and practice, engage in critical reading and questioning or current theory and research, and be problem solvers.
  • To prepare teachers who understand, practice and model the highest standards of professional behavior and responsibility in their interactions with students, parents and other caregivers, school colleagues and the community.
  • To produce teachers who will provide informed and thoughtful advocacy for adolescents.

Professional Dispositions

The Department of Education at Medaille College prepares students to enter the world of teaching birth through grade twelve. We believe that a major component of professional teacher education (both in Medaille College classrooms and in P-12 schools) includes preparing students to fulfill professional habits of conduct. As part of the learning and preparation processes, students must understand and engage in professional behaviors that adhere to both policy and guiding principles required in private and public schools and community agencies. The development of values such as commitment, responsible behavior, professional communication/collaboration, confidentiality, and integrity/honesty are essential for sustained employment within the professional workforce. Prospective educators are expected to view and assume these professional dispositions as a crucial component of their academic training.

The Professional Dispositions aligned with Medaille College and the Department of Education provide a framework for these professional behaviors. Instructors and staff will demonstrate and work with our students to assure that they understand and are able to demonstrate the dispositions in every class and learning experience. When interacting with administrators, professors, teachers, peers and students (while on all Medaille campuses and during field experiences), teacher candidates must exhibit their professional commitment to becoming an excellent teacher through engagement, words and actions. A full list of expected behaviors is located in program handbooks.

Students will sign an acknowledgement of these professional dispositions upon entrance to their program.

Clinical Experiences

Candidates are required to complete a minimum of 150 hours of clinical experience. These foundational and intermediate clinical experiences will include meaningful engagement with adolescent in Grades 7-12 to allow candidates to demonstrate the practices that support student learning and development in the field of education. Hours must be satisfactorily completed by the end of the semester of the corresponding course.

All students in initial certification programs are required to successfully complete a minimum of two culminating clinical student teaching placements. Undergraduate students must have satisfactorily completed all pre-requisites and have a minimum 2.5 GPA to participate in student teaching. For detailed student teaching information, go to http://www.medaille.edu/student-teaching.

Students who receive an unsatisfactory grade (U) for one student teaching placement must enroll and satisfactorily complete the one-credit course EDU 482 Refocus for Sucess and repeat the student teaching experience.

Note: All education teacher candidates must be able to, with or without accommodation, complete all New York State mandated course, field experience, and student teaching requirements.

Department of Education Undergraduate Dismissal Policy

All BSED majors must meet the NYSED mandated 2.5 CUM GPA at the conclusion of their sophomore year (completion of 60 credits). Students who do not meet this requirement will be dismissed from the Education major.

Students will also be dismissed from the program when referred to the Department of Education Professional Disposition Committee during any two semesters prior to their senior year (completion of 90 credits).

In both cases, students wishing to appeal dismissal and seek reinstatement must do so in writing within 30 days following the end of the semester. This written appeal should be directed to the DOE Chair. Student’s appeal will be carefully reviewed by the Chair based upon available evidence. Their decision regarding reinstatement is final.

In addition, a teacher candidate may be immediately suspended or dismissed from Medaille College’s Department of Education for a crime or act indicating lack of “good moral character,” such as

  • physical or sexual abuse of a student or minor;
  • sale, possession, or use of illegal drugs;
  • any crime committed either on any school property or while in the performance of teaching duties; or
  • other acts which bring into question the teacher candidate’s “good moral character.”

Degree earned: B.S.Ed.
Total number of credits: 129-130
Certificate/licenses titles and types: Social Studies 7-12 (initial), Students with Disabilities Generalist 7-12 (initial)

Credit Distribution

B.S.Ed. Adolescent Education /Students with Disabilities

Students must receive a grade of C or above for all pedagogical and concentration courses. Otherwise, the course must be repeated.

As a requirement for graduation, all students receiving a Bachelor of Science in Education degree must attain a minimum 2.5 cumulative average to graduate.

General Education Core
Writing Courses
ENG 110College Writing3
or ENG 112 College Writing for Multilingual Students
ENG/HON 200Advanced College Writing3
or ENG 202 Advanced College Writing for Multilingual Students
Critical Dialogues Course
INT 110Introduction to Dialogues in Critical Thinking 13
American Dialogues Course
Select one course of the following:3
Photographers, Writers, and the American Scene
Social Issues in Policing a Multicultural Community
Justice and Democracy in America
African-American History
Cultural Interaction in Colonial North America
Enduring American Dialogues
Creative and Reflective Dialogues Course
Select one course of the following:3
Contemporary Photography as Cultural Landscape
Beginning Drawing
Basic Photography: Criticizing Photography
Introduction to Creative Writing
Creative Nonfiction Writing
Creative Expression
Introduction to Theatre and Performance
Sustainability Dialogues Course
Select one course of the following:3-4
Introductory Biology
Human Nutrition
Botany
Enviromental Studies
Introductory Chemistry
Scientific Discovery
Physical Science
Principles of Physics I
Global Dialogues Course
Select one course of the following:3
British Literature I: Middle Ages to the 18th Century
British Literature II: Late 18th Century to The Present
Themes and Topics in World Literature & Culture
Major Global Literary Figures
Baccalaureate Capstone I
Medieval World
The History of Ireland
History of the Israeli-Palestinian Conflict
The Arts in Society
Psychoanalysis & Politics
Seminar in Religion and Belief
Classical Music Studies
Truth & Justice
Citizenship Dialogues Course
Select one course of the following:3
Baccalaureate Capstone II
Capstone in Citizenship
Psychology Capstone
MAT 114Intermediate Algebra3
MAT 201Statistics and Society3
SPE 130Fundamentals of Public Speaking3
Education/Dual-License Component
Course Work
EDU 207Dignity for All Students Act Seminar 20
EDU 210Educational Foundations 33
EDU 237Adolescent Reader and Writer with Fieldwork3
EDU 238Strategic Literacy Instruction for Diverse Learners: Adolescence3
EDU 340Child Abuse, School Violence and Other Current Issues in Education 40
EDU 363Adolescent Social Studies with Practicum3
EDU 368Adolescent General Education / Special Education Curriculum Methods3
ESP 230Introduction to Special Education 53
ESP 276Postve BehvrSupport Approaches3
ESP 348Educ & Asses. of Adol. w Disab3
ESP 358Assess Adol. Chld/Exceptionali3
Experiential Learning
EDU 480-SStudent Teach. Senior5.5
EDU 480-AStudent Teach. Adolescent5.5
EDU 481Adolescent Student Teaching Seminar1
Social Studies Concentration
ECO 200Macroeconomics3
or ECO 201 Microeconomics
GEO 110Physical Geography3
GEO 310Cultural Geography3
HIS 100Western Civilization3
HIS 101World Cultures3
HIS 140Early United States History3
HIS 150Contemporary United States History3
HIS 315History of Ethnic America3
HIS 400American Historiography3
HIS 402The History of New York State3
POL 100Introduction To Political Science3
POL 101United States Government3
Liberal Arts and Sciences Component
Foreign Language I3
Foreign Language II3
ENG 215Survey of World Literature3
PHY 104Physical Science3
PSY 100Introduction to Psychology3
PSY 240Adolescence3
Computer Information Systems
CIS 175Technology Applications in Education3
Total Hours129-130
1

Required of first-year students; all other students may substitute a 300/400 level Liberal Arts and Sciences elective

2

Co-register with EDU 210 Educational Foundations

3

Co-register with EDU 207 Dignity for All Students Act Seminar

4

Requires co-registration with ESP 230 Introduction to Special Education

5

Co-register with EDU 340 Child Abuse, School Violence and Other Current Issues in Education

New York State Teacher Certification (NYSTCE)
Students seeking certification in New York must successfully complete the New York State Teacher Certification Exams (NYSTCE) as a prerequisite for certification.

Suggested Sequence

Plan of Study Grid
First Year
First SemesterHours
INT 110 Introduction to Dialogues in Critical Thinking 3
ENG 110 College Writing 3
ESP 230/EDU 340 Introduction to Special Education 3
MAT 114 Intermediate Algebra 3
PSY 100 Introduction to Psychology 3
 Hours15
Second Semester
Creative Dialogues 3
ENG 200 Advanced College Writing 3
HIS 140 Early United States History 3
MAT 201 Statistics and Society 3
SPE 130 Fundamentals of Public Speaking 3
CIS 175 Technology Applications in Education 3
 Hours18
Second Year
First Semester
Sustainability Dialogues 3
EDU 237 Adolescent Reader and Writer with Fieldwork 3
ESP 276 Postve BehvrSupport Approaches 3
HIS 100 Western Civilization 3
GEO 110 Physical Geography 3
EDU 210/207 Educational Foundations 3
 Hours18
Second Semester
EDU 238 Strategic Literacy Instruction for Diverse Learners: Adolescence 3
HIS 101 World Cultures 3
HIS 150 Contemporary United States History 3
ECO 201 Microeconomics (or American Dialogues) 3
POL 100 Introduction To Political Science 3
PSY 240 Adolescence 3
 Hours18
Third Year
First Semester
ESP 348 Educ & Asses. of Adol. w Disab 3
GEO 310 Cultural Geography 3
American Dialogues 1 3
PHY 104 Physical Science 3
ENG 215 Survey of World Literature 3
Foreign Language I 3
 Hours18
Second Semester
Global Dialogues 3
ESP 358 Assess Adol. Chld/Exceptionali 3
HIS 315 History of Ethnic America 3
HIS 400 American Historiography 3
HIS 402 The History of New York State 3
Foreign Language II 3
 Hours18
Fourth Year
First Semester
INT 450 Capstone in Citizenship 3
EDU 363 Adolescent Social Studies with Practicum 3
POL 101 United States Government 3
EDU 368 Adolescent General Education / Special Education Curriculum Methods 3
 Hours12
Second Semester
EDU 480-S Student Teach. Senior 5.5
EDU 480-A Student Teach. Adolescent 5.5
EDU 481 Adolescent Student Teaching Seminar 1
 Hours12
 Total Hours129
1

or ECO 200 Macroeconomics

Please Note: The above shows the ideal suggested sequencing and scheduling of courses and credits by semester. It is based on eight semesters for a traditionally-structured baccalaureate degree. Degree program requirements and the scheduling of courses are subject to change, based on writing/math placements and course availability. This chart should be utilized a guide and is not a written contract. Students will be notified of changes that may affect their academic progress.