The Bachelor of Science in Middle School Education program at Brescia University is designed for those passionate about teaching young adolescents in grades 5-9. Our curriculum focuses on the unique developmental needs of middle school students and prepares you to be an effective educator in today’s dynamic learning environments.
Choose two specialty areas from English, Social Studies, Mathematics, and Science, allowing you to tailor your education to your interests and career goals.
Students must be formally accepted into the School of Education prior to enrolling in most upper-division teacher education courses. Applications for admission into the School of Education and for admission to clinical practice are filed in the School of Education Office on or before October 1 or February 1 of each academic year.
Application for admission into the School of Education is completed no sooner than the second semester of the sophomore year. The application process includes:
o Passing scores on the PRAXIS Core Academic Skills for Educators (CASE) test series;
o Demonstration of teacher dispositions and written and oral competence;
o Reference screening; and
o Completion of a State Police background check.
The applicant must also achieve and maintain a 2.75 cumulative grade point average and have successfully completed two of the following three professional courses from among the common courses* required for every teacher education major: Edu 204, Edu 255, Psy 300. Note: Students transferring a course equivalent to Edu 204 must also take Edu 108 prior to admission to the School of Education.
Application for clinical practice (student teaching) is completed the semester prior to the clinical practice experience. The deadline to apply is October 1 or February 1 Prerequisites include:
Examines the historical, philosophical, and social foundations of education; focus upon the organization, curriculum, and administration of the American school system; review of current educational research. Includes a required field component. May not be taken as directed study.
Introduction to current educational technology hardware, software, and research-based practices that seek to have a positive impact on teaching and learning in diverse settings and with diverse populations. Specific emphasis will focus on awareness of best-practice technology integration techniques into the design, execution, and assessment of learning. Candidates will practice using 21st-century technology equipment to leverage necessary skills as a future education professional. Field Experience required.
Introduction to issues regarding elements of diversity in P–12 children and youth that affect educational performance and outcomes. Elements of diversity examined include: gender, race, ethnicity, culture, sexual orientation, socio-economic status, language, exceptionalities, religion, and geographical area. Current issues include: legal requirements at state and federal levels, definitions, characteristics, educational needs of identified and at-risk students, appropriate adaptations/accommodations/modifications for school environments and for instructional design/implementation/assessment and ethical professional practice. Field experience required.
A study of human growth and development from conception to death. The course deals with physical, social, emotional, intellectual, moral, and personality development at all age levels, and the respective theories; the effects of heredity and environment on the developmental process.
This course provides an in-depth study of human growth and development with respect to physical, social, cognitive, gender, emotional, and personality issues, in conjunction with consideration of theories of learning and teaching that apply to student development. Field experience required.
This course is an investigation of the skills of teaching which are applicable at any grade level. Emphasis is placed on the application of teaching strategies in the classroom setting. This course will include curriculum concepts and professional evaluations. Field is required.
This course is designed for middle school teachers. It approaches reading as a cognitive process and offers teaching strategies, skill development strategies, aids, and approaches to assessing the readability of materials in middle school content areas. Field experience required.
A study of the content and methodology for teaching mathematics in the middle school. Deals with process of learning mathematics, content to be taught, and methods of teaching. Not applicable toward a mathematics major or minor. Field experience required.
This course is designed for middle school teachers. The purposes of this course are to survey the language arts research, examine and evaluate approaches to teaching language arts in the content areas, and to develop teaching strategies and skills that will integrate language arts into the middle school content areas. Field placement required.
This course is designed to direct prospective teachers in their efforts to organize and conduct successful social studies learning experiences in the middle grades and to provide detailed information about content to be covered, methods of teaching, materials to be used, and activities appropriate for each content area. Field experience required.
This course is designed to give directions to the prospective teacher on how to organize and conduct successful learning experiences in the middle grades and to provide detailed information for each content area, along with appropriate learning activities and methods of teaching science effectively. Field experience required.
This course acquaints the candidate with management techniques and theory, effective classroom environments, discipline techniques, effective classroom behaviors, conferencing, observation and report writing skills. Fifteen field hours required.
Supervised teaching experience during the semester immediately preceding clinical practice. Focuses on the assessment, design, and implementation of systemic instruction and collaboration for Middle grades. Required 50 field hours and meetings with instructor.
Observation, participation, and teaching experiences in approved public and private schools — middle grades, 5–9 — for a minimum of fourteen (14) full weeks (typically distributed seven (7) weeks full time in each specialty area); includes development of professional portfolio.
Basic principles of biological science with special emphasis on human biology. Selected topics of current interest and laboratory experiences are included. NOT OPEN TO BIOLOGY MAJORS.
A course designed for the beginning student that introduces and develops an appreciation for theatrical trends, styles, and historical developments. The course also develops a basic skill for reading, viewing, and evaluating plays.
Through discussions, conferences, frequent practice, and peer review, this course helps students develop the ability to communicate their thoughts and experiences in writing that is clear and interesting.
While refining the skills developed in Writing I, this course emphasizes argumentation through library research.
A study of the elements of fiction, including both short fiction and the novel.
An examination of the elements of poetry through discussion and analysis of representative poetic works.
A survey of drama as a literary form from its beginnings to the present day.
An introduction to the principal forms of literature — fiction, poetry, and drama — through study of selected works.
The development of world civilizations from the earliest times to the Age of Exploration, emphasizing the main events, people, and ideas shaping each civilization and the corresponding events and ideas in the non-Western world and the inter-relationships among various civilizations. Fulfills Global History requirement.
The development of world civilizations from the Age of Exploration to the present, emphasizing the main events, people, and ideas shaping each civilization and the corresponding events and ideas in the non- Western world and the inter-relationships among civilizations. Fulfills Global History requirement.
Social, cultural, and political history of the U.S. from colonial times to the Civil War.
Social, cultural, and political history of the U.S. from the Civil War to the present.
This course introduces students to core foundation concepts in physical science, including space science, earth systems, force and motion, and energy (light energy, heat energy, sound energy, electrical energy and magnetism). Practical hands-on activities will be strongly emphasized.
An introduction to astronomy, aspects of the sky, earth’s motion and time-keeping, the moon, eclipses, and the physical features of planets
Introduction to the government and political system of the United States, including a study of the values and principles of the U.S. federal system of government, the role of public opinion, the media, voter participation, political parties and interest groups, the institutions of government, and selected issues of public policy.
An introduction to the major concepts and principles relating to the study of society, social institutions, and social interaction.
For NON-BUSINESS MAJORS ONLY, this course makes students aware of economic issues facing them and facilitates their understanding of these issues and related policy perspectives.
Rena Fulkerson
Assistant Professor of Education
Ashley Holland
Assistant Professor of Education - Chair of School of Education
Sr. Betsy Moyer
Curriculum Resource Center, Field Experience Coordinator and Office Manager
Malcolm Webb
Assistant Professor of Education
Curriculum Resource Center
School of Education