Secondary Education
Audrey Bartholomew
Chair
abartholomew1@une.edu
Mission
The mission of the Education programs is to develop reflective teachers who are competent and caring lifelong learners. Our faculty members are dedicated to our students, university, and community through our research, service, and innovative teaching. In addition to the mission statement, the School of Professional Programs has four guiding principles that are used in the development and delivery of all courses and programs. These principles are:
- Rigorous mind
- Compassionate heart
- Competent demonstration
- Reflective stance
These guiding principles are integrated into all of our programs and align with our mission statement to define our commitment to our students. The Education programs are aligned with state teacher certification standards, and only individuals who demonstrate that they possess the knowledge, skills, professional attitude, and commitment to future students will be recommended by the institution for certification.
Major Description
Students complete a four-year curriculum leading to a Bachelor’s Degree of Science. Maine State requirements mandate 24 credits in a discipline area. Students can either choose to double major in Secondary Education along with a major in an academic discipline that leads to certification or major in Secondary Education with an academic area concentration (24 credits). Academic disciplines at É«ÏãÊÓƵ leading to secondary certification are: Biology (and associated life science majors), Chemistry, English, Environmental Science, Environmental Studies, History, Marine Biology, Mathematics and Political Science. The Education programs provide professional teacher preparation courses culminating in a semester of student teaching.
Curricular Requirements
There are two paths that students can take as a Secondary Education Major.
Double Major
Students can major in Secondary Education along with a major in an academic discipline that leads to certification. Areas of secondary certification are English, Life Science, Mathematics, Physical Science, and Social Studies.
Secondary Major with Academic Concentration
Students can major in Secondary Education with an academic area concentration. Concentrations are available in Mathematics, Biology, Environmental Science, Physical Science (Chemistry and Physics), History, English, and Marine Science.
Secondary (7-12) Education Certification with Double Major
| Secondary (7–12) Education Certification with Double Major Requirements | Credits |
|---|---|
| University Core Requirements | 42–46 |
| Double Major Subject Requirements (see requirements for your major: Art, Biology, Chemistry, English, Environmental Science, Environmental Studies, Marine Sciences, Mathematics, Political Science) | Variable |
| Professional Core Courses | 39 |
| EDU 105 – Exploring Teaching | 3 |
| EDU 110 – 21st Century Learning Through Technology | 3 |
| EDU 202 – Curriculum & Assessment | 3 |
| SPE 220 – Exceptionality in the Classroom | 3 |
| EDU 385 – Diversity Issues in Schools | 3 |
| EDU 303 – Reading and Writing in the Content Areas | 3 |
| EDU 488 – Secondary Practicum | 3 |
| EDU 498 – Secondary Internship and Seminar | 12 |
| SPE 405 – Inclusive Methods and Data Based Decision Making | 3 |
| Select one (1) appropriate methods course from the following list: | 3 |
| EDU 436 – Teaching Secondary English | 3 |
| EDU 437 – Teaching Secondary Science | 3 |
| EDU 438 – Teaching Secondary Social Studies | 3 |
| EDU 439 – Teaching Secondary Math | 3 |
| EDU 441 – Methods of Art Education | 3 |
| Open Electives (as needed to reach 120 credits) | Variable |
| Minimum Required Total Credits | 120 |
Secondary (7-12) Education with Academic Area Concentration
| Secondary (7-12) Education with Academic Area Concentration | Credits |
|---|---|
| University Core Requirements | 42–46 |
| Concentration Requirements (see requirements below for Academic Area Concentrations) | Variable |
| Professional Core Courses | 39 |
| EDU 105 – Exploring Teaching | 3 |
| EDU 110 – 21st Century Learning Through Technology | 3 |
| EDU 202 – Curriculum & Assessment | 3 |
| SPE 220 – Exceptionality in the Classroom | 3 |
| EDU 385 – Diversity Issues in Schools | 3 |
| EDU 382 – Literacy Research-Based Instructional Methods | 3 |
| Select one (1) appropriate methods course from the following | 3 |
| EDU 436 – Teaching Secondary English | 3 |
| EDU 437 – Teaching Secondary Science | 3 |
| EDU 438 – Teaching Secondary Social Studies | 3 |
| EDU 439 – Teaching Secondary Math | 3 |
| EDU 441 – Methods of Art Education | 3 |
| EDU 488 – Secondary Practicum | 3 |
| EDU 498 – Secondary Internship and Seminar | 12 |
| SPE 405 – Inclusive Methods and Data Based Decision Making | 3 |
| Open Electives (as needed to reach 120 credits) | Variable |
| Minimum Required Total Credits | 120 |
Field Experience
The faculty in the Education programs are committed to ongoing and frequent observation and involvement in schools. The teacher education programs at É«ÏãÊÓƵ have a specific competency-based focus to meet the Maine standards for teacher certification. All students engaged in teacher preparation will spend time in a field setting in each of the semesters for which they are registered for professional education courses. Involvement in the schools will be connected to specific, course-related tasks (e.g., observation, teaching lessons, conducting experiments, administering assessments, etc.). Transportation to and from schools is the responsibility of the student.
Internship
Without specific permission from the Education Chair, courses may not be taken during the internship semester, so all required coursework must be completed the semester prior to the internship. Admission to the internship is not guaranteed and students must have reached Advanced Standing to apply.
In addition, the student should have:
- Sufficient knowledge regarding the components of effective instruction.
- Sufficient knowledge of appropriate grade-level content and teaching methods.
- Sufficient knowledge of the developmental needs of students.
- Sufficient knowledge of how to establish and maintain effective cooperative relationships with school personnel, students, and parents.
- Understanding of and empathy for working with students.
- No serious professional behavior reservations.
The selection of individual internship sites will be made by the Certification and Placement Officer. Geographical location relative to É«ÏãÊÓƵ is a consideration. É«ÏãÊÓƵ has a collaborative relationship with many districts and selects both schools and teachers based on their interest in and ability to assist interns in demonstrating mastery of the Maine Common Core Teaching Standards standards. Placement in an internship is not guaranteed. The Department of Education, through its Certification and Placement Officer, will make a good faith effort to negotiate an appropriate placement. Schools have the right to refuse placement requests. The 15-week student teaching internship experience must be done in a local Maine Public School that is in an established internship protocol with the University of New England.
PROFESSIONAL EDUCATOR REVIEW BOARD (PERB)
All students enrolled in the internship must demonstrate their teaching competence with respect to Maine Common Core Teaching Standards before the Professional Educator Review Board (PERB). The Board is comprised of professional educators from area schools as well as É«ÏãÊÓƵ faculty. Students are required to develop a portfolio reflecting their proficiency in meeting these state standards and present and defend the portfolio in front of the Board. Passing PERB is a requirement for completion of the certification program and subsequently being recommended to the Maine State Department of Education for teacher licensure.
advanced standing
All students in education certification programs must apply for admission to advanced standing when they have completed approximately 60 credit hours. To apply for advanced standing, students must develop a portfolio demonstrating how they have met proficiency in the following areas: a) teaching skills, knowledge, and disposition aligned with the Maine Common Core Teaching Standards; b) basic academic skills and c) professional skills. This portfolio is evaluated by a committee of education faculty and a pass/fail determination is made based on a holistic rubric. Students meeting these criteria create a development plan ensuring they will continue meeting require criteria and are prepared to student teach their final semester.
Students not meeting these criteria do not remain enrolled in a certification program; however, students do not have the option of changing their major to a non-certification major such as Educational Studies. Students can reapply for advanced standing upon completion of each additional semester up until their second to last semester (i.e., students graduating in Spring must meet advanced standing by the beginning of the previous Fall semester.
Secondary Major with Academic Concentrations
CONCENTRATION IN APPLIED MATHEMATICS
Maine Certification Area: 300 MATH (MAT)
| CAS Core Requirements | Credits |
|---|---|
| Total | 42–46 |
| Concentration Courses | Credits |
| MAT 150 – Statistics for Life Sciences | 3 |
| MAT 190 – Calculus I | 4 |
| MAT 195 – Calculus II | 4 |
| MAT 212 – Discrete Mathematics | 3 |
| MAT 220 – Linear Algebra | 3 |
| MAT 240 – Geometry | 3 |
| MAT 321 – Applied Statistics I | 3 |
| One (1) MAT course at 200 level or above | 3–4 |
| Total | 26–27 |
| Secondary Education Courses | Credits |
| EDU 105 – Exploring Teaching | 3 |
| EDU 110 – 21st Century Learning Through Technology | 3 |
| EDU 202 – Curriculum and Assessment | 3 |
| SPE 220 – Exceptionality in the Classroom | 3 |
| EDU 385 – Diversity Issues in Schools | 3 |
| EDU 382 – Literacy Research-Based Instructional Method | 3 |
| EDU 439 – Teaching Secondary Math | 3 |
| EDU 486 – Practicum | 3 |
| EDU 492 – Student Teaching | 12 |
| SPE 405 – Inclusive Methods and Data-Based Decision Making | 3 |
| Total | 39 |
| Elective Credits | 13 |
| Minimum Total Required Credits | 120 |
CONCENTRATION IN ENVIRONMENTAL SCIENCE
Maine Certification Area: 395 LIFE SCIENCE (BIO, ENV, MAR)
| CAS Core Requirements | Credits |
|---|---|
| Total | 42–46 |
| Concentration Courses | Credits |
| BIO 106/106L – Biology II: Cellular/Molecular Lab | 4 |
| ENV 220 – Conservation and Preservation | 3 |
| ENV 220L – Conservation and Preservation Lab | 2 |
| ENV Elective 300/300L or 400/400L or MAR 316, MAR 386, MAR 365 | 4 |
| ENV Elective 300/300L or 400/400L | 4 |
| ENV Elective 300/300L or 400/400L | 4 |
| ENV Elective 300/300L or 400/400L | 4 |
| Total | 25 |
| Secondary Education Courses | Credits |
| EDU 105 – Exploring Teaching | 3 |
| EDU 110 – 21st Century Learning Through Technology | 3 |
| EDU 202 – Curriculum and Assessment | 3 |
| SPE 220 – Exceptionality in the Classroom | 3 |
| EDU 385 – Diversity Issues in Schools | 3 |
| EDU 382 – Literacy Research-Based Instructional Methods | 3 |
| EDU 437 – Teaching Secondary Science | 3 |
| EDU 486 – Practicum | 3 |
| EDU 492 – Student Teaching | 12 |
| SPE 405 – Inclusive Methods and Data-Based Decision Making | 3 |
| Total | 39 |
| Elective Credits | 13 |
| Minimum Total Required Credits | 120 |
CONCENTRATION IN BIOLOGY
Maine Certification Area: 395 LIFE SCIENCE (BIO, ENV, MAR)
| CAS Core Requirements | Credits |
|---|---|
| Total | 42–46 |
| Concentration Courses | Credits |
| BIO 105/105L – Biology I: Introduction to Ecology and Evolution | 4 |
| BIO 106/106L – Biology II: Introduction to Cell and Molecular Biology | 4 |
| BIO 200/200L/200S – Genetics or BIO 207 – Organismal genetics | 4–5 |
| BIO 400 or higher level elective | 3–4 |
| One (1) Physiology topic area course (see Biology Curricular Requirements*) | 3–4 |
| One (1) Ecology topic area course (see Biology Curricular Requirements*) | 3–4 |
| One (1) Organismal topic area course (see Biology Curricular Requirements*) | 3–4 |
| Total | 24–25 |
| Secondary Education Courses | Credits |
| EDU 105 – Exploring Teaching | 3 |
| EDU 110 – 21st Century Learning Through Technology | 3 |
| EDU 202 – Curriculum and Assessment | 3 |
| SPE 220 – Exceptionality in the Classroom | 3 |
| EDU 385 – Diversity Issues in Schools | 3 |
| EDU 382 – Literacy Research-Based Instructional Methods | 3 |
| EDU 437 – Teaching Secondary Science | 3 |
| EDU 486 – Practicum | 3 |
| EDU 492 – Student Teaching | 12 |
| SPE 405 – Inclusive Methods and Data-Based Decision Making | 3 |
| Total | 39 |
| Elective Credits | 13 |
| Minimum Total Required Credits | 120 |
CONCENTRATION IN PHYSICAL SCIENCE - Chemistry Track
Maine Certification Area: 350 PHYSICAL SCIENCE (CHE, PHY)
| CAS Core Requirements | Credits |
|---|---|
| Total | 42–46 |
| Concentration Courses | Credits |
| CHE 110/110L – General Chemistry I | 4 |
| CHE 111/111L – General Chemistry II | 4 |
| CHE 210/210L/210S – Organic Chemistry I | 5 |
| CHE 307/307L or CHE 310/310L – Quantitative Analysis or Fundamentals of Biochemistry | 4–5 |
| PHY 110 – General Physics I or PHY 210 – University Physics I | 4 |
| PHY 111 – General Physics II or PHY 211 – University Physics II | 4 |
| Total | 25–26 |
| Secondary Education Courses | Credits |
| EDU 105 – Exploring Teaching | 3 |
| EDU 110 – 21st Century Learning Through Technology | 3 |
| EDU 202 – Curriculum and Assessment | 3 |
| SPE 220 – Exceptionality in the Classroom | 3 |
| EDU 385 – Diversity Issues in Schools | 3 |
| EDU 382 – Literacy Research-Based Instructional Methods | 3 |
| EDU 437 – Teaching Secondary Science | 3 |
| EDU 486 – Practicum | 3 |
| EDU 492 – Student Teaching | 12 |
| SPE 405 – Inclusive Methods and Data-Based Decision Making | 3 |
| Total | 39 |
| Elective Credits | 7–10 |
| Minimum Total Required Credits | 120 |
CONCENTRATION IN PHYSICAL SCIENCE – Physics Track
Maine Certification Area: 350 PHYSICAL SCIENCE (CHE, PHY)
| CAS Core Requirements | Credits |
|---|---|
| Total | 42–46 |
| Concentration Courses | Credits |
| PHY 110 – General Physics I or PHY 210 - University Physics I | 4 |
| PHY 111 – General Physics II or PHY 211 - University Physics II | 4 |
| PHY 208 – Energy and Climate Change | 3 |
| PHY 305 – Revolutions of 20th Century Physics | 3 |
| PHY 310 – Biophysics Structure and Motion or PHY 320 - Medical Physics | 3 |
| CHE 110/110L – General Chemistry I | 4 |
| CHE 111/111L – General Chemistry II | 4 |
| Total | 25 |
| Secondary Education Courses | Credits |
| EDU 105 – Exploring Teaching | 3 |
| EDU 110 – 21st Century Learning Through Technology | 3 |
| EDU 202 – Curriculum and Assessment | 3 |
| SPE 220 – Exceptionality in the Classroom | 3 |
| EDU 385 – Diversity Issues in Schools | 3 |
| EDU 382 – Literacy Research-Based Instructional Methods | 3 |
| EDU 437 – Teaching Secondary Science | 3 |
| EDU 486 – Practicum | 3 |
| EDU 492 – Student Teaching | 12 |
| SPE 405 – Inclusive Methods and Data-Based Decision Making | 3 |
| Total | 39 |
| Elective Credits | 13–14 |
| Minimum Total Required Credits | 120 |
CONCENTRATION IN PHYSICAL SCIENCE – Multi-disciplinary Track
Maine Certification Area: 350 PHYSICAL SCIENCE (CHE, PHY)
| CAS Core Requirements | Credits |
|---|---|
| Total | 42–46 |
| Concentration Courses | Credits |
| CHE 110/110L – General Chemistry I | 4 |
| CHE 111/111L – General Chemistry II | 4 |
| CHE 210/210L/210S – Organic Chemistry I | 5 |
| PHY 110 – General Physics I or PHY 210 - University Physics I | 4 |
| PHY 111 – General Physics II or PHY 211 - University Physics II | 4 |
| PHY 305 – Revolutions of 20th Century Physics | 3 |
| MAR 270/270L – Oceanography | 4 |
| MAR 366 – Adv Oceanography I: Geological/Biological | 3 |
| Total | 31 |
| Secondary Education Courses | Credits |
| EDU 105 – Exploring Teaching | 3 |
| EDU 110 – 21st Century Learning Through Technology | 3 |
| EDU 202 – Curriculum and Assessment | 3 |
| SPE 220 – Exceptionality in the Classroom | 3 |
| EDU 385 – Diversity Issues in Schools | 3 |
| EDU 382 – Literacy Research-Based Instructional Methods | 3 |
| EDU 437 – Teaching Secondary Science | 3 |
| EDU 486 – Practicum | 3 |
| EDU 492 – Student Teaching | 12 |
| SPE 405 – Inclusive Methods and Data-Based Decision Making | 3 |
| Total | 39 |
| Elective Credits | 6–7 |
| Minimum Total Required Credits | 120 |
CONCENTRATION IN HISTORY
Maine Certification Area: 200 SOCIAL STUDIES (GEOG, HIS, ECO, POL)
| CAS Core Requirements | Credits |
|---|---|
| Total | 42–46 |
| Concentration Courses | Credits |
| HIS 222 – US History I | 3 |
| HIS 223 – US History II | 3 |
| Five (5) HIS Electives (HIS 290 – Historical Research Methods & Writing Recommended) | 15 |
| Total | 24 |
| Secondary Education Courses | Credits |
| EDU 105 – Exploring Teaching | 3 |
| EDU 110 – 21st Century Learning Through Technology | 3 |
| EDU 202 – Curriculum and Assessment | 3 |
| SPE 220 – Exceptionality in the Classroom | 3 |
| EDU 385 – Diversity Issues in Schools | 3 |
| EDU 382 – Literacy Research-Based Instructional Methods | 3 |
| EDU 438 – Teaching Secondary Social Studies | 3 |
| EDU 486 – Practicum | 3 |
| EDU 492 – Student Teaching | 12 |
| SPE 405 – Inclusive Methods and Data-Based Decision Making | 3 |
| Total | 39 |
| Elective Credits | 13 |
| Minimum Total Required Credits | 120 |
CONCENTRATION IN ENGLISH
Maine Certification Area: 100 ENG/LA (ENG)
| CAS Core Requirements | Credits |
|---|---|
| Total | 42–46 |
| Concentration Courses | Credits |
| ENG 115 – Classics of British Literature I | 3 |
| ENG 116 – Classics of British Literature II | 3 |
| ENG 200 – US Literature I: Writing, Revolution and Resistance | 3 |
| ENG 201 – US Literature II: Cultural Diversity and Common Identity | 3 |
| ENG 206 – Introduction to Literary Theory | 3 |
| ENG 334 – Methods of Literary and Cultural Criticism | 3 |
| One (1) Global Literacy Elective such as ENG 329, ENG 405, ENG 403 | 3 |
| One (1) Interdisciplinary Literacy Elective such as ENG 221, ENG 376 | 3 |
| Total | 24 |
| Secondary Education Courses | Credits |
| EDU 105 – Exploring Teaching | 3 |
| EDU 110 – 21st Century Learning Through Technology | 3 |
| EDU 202 – Curriculum and Assessment | 3 |
| SPE 220 – Exceptionality in the Classroom | 3 |
| EDU 385 – Diversity Issues in Schools | 3 |
| EDU 382 – Literacy Research-Based Instructional Methods | 3 |
| EDU 436 – Teaching Secondary English | 3 |
| EDU 486 – Practicum | 3 |
| EDU 492 – Student Teaching | 12 |
| SPE 405 – Inclusive Methods and Data-Based Decision Making | 3 |
| Total | 39 |
| Elective Credits | 13 |
| Minimum Total Required Credits | 120 |
CONCENTRATION IN MARINE SCIENCES
Maine Certification Area: 395 LIFE SCIENCE (BIO, ENV, MAR)
| CAS Core Requirements | Credits |
|---|---|
| Total | 42–46 |
| Concentration Courses | Credits |
| MAR 105/MAR 105L – Evolution/Ecology of Marine Organisms, with Lab | 4 |
| MAR 106/MAR 106L – Cellular/Molecular Biology of Marine Organisms, with Lab | 4 |
| MAR 250/MAR 250L – Marine Biology, with Lab | 4 |
| MAR 270/MAR 270L – Oceanography, with Lab | 4 |
| Two (2) MAR Elective Organismal Biology Area Courses** (see Marine Curricular Requirements) | 6–8 |
| One (1) Non-Organismal Marine Science Course** (see Marine Curricular Requirements) | 3–4 |
| Total | 25-28 |
| Secondary Education Courses | Credits |
| EDU 105 – Exploring Teaching | 3 |
| EDU 110 – 21st Century Learning Through Technology | 3 |
| EDU 202 – Curriculum and Assessment | 3 |
| SPE 220 – Exceptionality in the Classroom | 3 |
| EDU 385 – Diversity Issues in Schools | 3 |
| EDU 382 – Literacy Research-Based Instructional Methods | 3 |
| EDU 436-441 – Teaching Methods (Teaching Social Studies, English, Science, Math, and Art) | 3 |
| EDU 486 – Practicum | 3 |
| EDU 492 – Student Teaching | 12 |
| SPE 405 – Inclusive Methods and Data-Based Decision Making | 3 |
| Total | 39 |
| Elective Credits | 10–14 |
| Minimum Total Required Credits | 120 |
SECONDARY EDUCATION WITH PHYSICAL EDUCATION CERTIFICATION AND LIFE SCIENCE CONDITIONAL CERTIFICATION
This student would get P.E. Certification with a conditional certification in Life Science (or could do the reverse depending on what area the student would want to student teach).
| CAS Core Requirements (must take BIO 105/105L as core course) | Credits |
|---|---|
| Total | 42–46 |
| Physical Education Concentration Courses | Credits |
| BIO 208/208L – Introduction to Anatomy and Physiology I | 4 |
| BIO 209/209L – Introduction to Anatomy and Physiology II | 4 |
| EXS 180 – Motor Learning and Performance | 3 |
| EXS 310 – Kinesiology and Biomechanics | 3 |
| EXS 320 – Exercise Physiology with Lab or EXS 205 – Sports Physiology | 3 |
| EXS 330/330L – Fitness Evaluation and Prescription with Lab | 3 |
| EXS 340 – Concepts of Strength and Conditioning | 3 |
| ATC 306 – Psychology of Sport and Exercise | 3 |
| Total | 26 |
| Secondary Education Courses | Credits |
| EDU 105 – Exploring Teaching | 3 |
| EDU 110 – 21st Century Learning Through Technology | 3 |
| EDU 202 – Curriculum and Assessment | 3 |
| SPE 220 – Exceptionality in the Classroom | 3 |
| EDU 385 – Diversity Issues in Schools | 3 |
| EDU 382 – Literacy Research-Based Instructional Methods | 3 |
| EDU 437 – Teaching Secondary Science | 3 |
| EDU 486 – Practicum | 3 |
| EDU 492 – Student Teaching | 12 |
| SPE 405 – Inclusive Methods and Data-Based Decision Making | 3 |
| EDU 4XX – Methods of Teaching Physical Education | 3 |
| Total | 42 |
| Life Science Courses for Endorsement | 13–16 |
| Minimum Total Required Credits | 123–130 |
SECONDARY EDUCATION WITH PHYSICAL EDUCATION CERTIFICATION AND HISTORY CONDITIONAL CERTIFICATION
This student would get P.E. Certification with a conditional certification in History (OR could do the reverse depending on what area the student would want to student teach).
| CAS Core Requirements (9 credits of HIS can be taken in the CORE) | Credits |
|---|---|
| Total | 42–46 |
| Physical Education Concentration Courses | Credits |
| BIO 208/208L – Introduction to Anatomy and Physiology I | 4 |
| BIO 209/209L – Introduction to Anatomy and Physiology II | 4 |
| EXS 180 – Motor Learning and Performance | 3 |
| EXS 310 – Kinesiology and Biomechanics | 3 |
| EXS 320 – Exercise Physiology with Lab or EXS 205 – Sports Physiology | 3 |
| EXS 330/330L – Fitness Evaluation and Prescription with Lab | 3 |
| EXS 340 – Concepts of Strength and Conditioning | 3 |
| ATC 306 – Psychology of Sport and Exercise | 3 |
| Total | 26 |
| Secondary Education Courses | Credits |
| EDU 105 – Exploring Teaching | 3 |
| EDU 110 – 21st Century Learning Through Technology | 3 |
| EDU 202 – Curriculum and Assessment | 3 |
| SPE 220 – Exceptionality in the Classroom | 3 |
| EDU 385 – Diversity Issues in Schools | 3 |
| EDU 382 – Literacy Research-Based Instructional Methods | 3 |
| EDU 438 – Teaching Secondary Social Studies | 3 |
| EDU 486 – Practicum | 3 |
| EDU 492 – Student Teaching | 12 |
| SPE 405 – Inclusive Methods and Data-Based Decision Making | 3 |
| EDU 4XX – Methods of Teaching Physical Education | 3 |
| Total | 42 |
| Additional History Courses for Certification | 15 |
| Minimum Total Required Credits | 125–129 |
SECONDARY EDUCATION WITH PHYSICAL EDUCATION CERTIFICATION AND ENGLISH CONDITIONAL CERTIFICATION
This student would get P.E. Certification with a conditional certification in English (or could do the reverse depending on what area the student would want to student teach).
| CAS Core Requirements (9 credits of ENG can be taken in the Core) | Credits |
|---|---|
| Total | 42–46 |
| Physical Education Concentration Courses | Credits |
| BIO 208/208L – Introduction to Anatomy and Physiology I | 4 |
| BIO 209/209L – Introduction to Anatomy and Physiology II | 4 |
| EXS 180 – Motor Learning and Performance | 3 |
| EXS 310 – Kinesiology and Biomechanics | 3 |
| EXS 320 – Exercise Physiology with Lab or EXS 205 - Sports Physiology | 3 |
| EXS 330/330L – Fitness Evaluation and Prescription w/Lab | 3 |
| EXS 340 – Concepts of Strength and Conditioning | 3 |
| ATC 306 – Psychology of Sport and Exercise | 3 |
| Total | 26 |
| Secondary Education Courses | Credits |
| EDU 105 – Exploring Teaching | 3 |
| EDU 110 – 21st Century Learning Through Technology | 3 |
| EDU 202 – Curriculum and Assessment | 3 |
| SPE 220 – Exceptionality in the Classroom | 3 |
| EDU 385 – Diversity Issues in Schools | 3 |
| EDU 382 – Literacy Research-Based Instructional Methods | 3 |
| EDU 436 – Teaching Secondary English | 3 |
| EDU 486 – Practicum | 3 |
| EDU 492 – Student Teaching | 12 |
| SPE 405 – Inclusive Methods and Data-Based Decision Making | 3 |
| EDU 4XX – Methods of Teaching Physical Education | 3 |
| Secondary Education Courses Total | 42 |
| Additional English Courses for Certification | 15 |
| Minimum Total Required Credits | 125–129 |
*Biology Curricular Requirements
Curricular Area Requirements
| Ecology Area | Credits |
|---|---|
| BIO 333 – Evolution | 3 |
| BIO 350/350L – Ecology | 4 |
| Organismal Biology Area | Credits |
| BIO 204/204L – Parasitology w/Lab | 4 |
| BIO 208/208L – Introductory Anatomy and Physiology I w/Lab | 4 |
| BIO 209/209L – Introductory Anatomy and Physiology II w/Lab | 4 |
| BIO 223/223L – Health, Nutrition, and Feeding Cultured Organisms w/Lab | 4 |
| BIO 232/232L – Microbiology or BIO 234/234L Environmental Microbiology w/Lab | 4 |
| BIO 245/245L – Human Anatomy, Physiology, and Pathophysiology I w/Lab | 4 |
| BIO 345/345L – Human Anatomy, Physiology and Pathophysiology II w/Lab | 5 |
| MAR 252 – Natural History of Marine Mammals | 3 |
| MAR 310/310L – Phycology w/Lab | 4 |
| BIO 319/319L – Ornithology w/Lab | 4 |
| MAR 320/320L – Invertebrate Zoology w/Lab | 4 |
| BIO 323/323L – Principles of Aquarium Operations and Science w/Lab | 4 |
| BIO 330/330L – Comparative Vertebrate Anatomy w/Lab | 4 |
| MAR 331/331L – Biology of Fishes w/Lab | 4 |
| MAR 355/355L – Biology of Marine Mammals w/Lab | 4 |
| MAR 375/375L – Biology of Sharks, Skates, and Rays w/Lab | 4 |
| Physiology (Cellular Biology) Area | Credits |
| BIO 203 – Histology | 4 |
| BIO 208/208L – Introductory Anatomy and Physiology I w/Lab | 4 |
| BIO 209/209L – Introductory Anatomy and Physiology II w/Lab | 4 |
| BIO 245/245L – Human Anatomy, Physiology, and Pathophysiology I w/Lab | 4 |
| BIO 345/345L – Human Anatomy, Physiology and Pathophysiology II w/Lab | 5 |
| BIO 322 – Comparative Animal Physiology | 3 |
| BIO 365 – Immunology | 3 |
| BIO 370 – Cell/Molecular Biology | 3 |
| BIO 404/404S – Neuroscience w/Recitation | 4 |
**See Marine Curricular Requirements
| MAR Organismal Biology Courses | Credits |
|---|---|
| MAR 310/MAR 310L – Phycology w/Lab | 4 |
| MAR 312/MAR 312L – Plankton w/Lab | 4 |
| MAR 320/MAR 320L – Invertebrate Zoology w/Lab | 4 |
| MAR 331/MAR 331L – Biology of Fishes w/Lab | 4 |
| MAR 355/MAR 355L – Biology of Marine Mammals w/Lab | 4 |
| MAR 375/MAR 375L – Biology of Sharks, Skates, Rays w/Lab | 4 |
| MAR 430 – Deep Sea Biology | 3 |
| MAR 442 – Aquatic Invasive Species | 3 |
| BIO 421/BIO 421L – Coral Reefs w/Lab | 4 |
| Additional MAR Courses (not Organismal Biology Courses) | Credits |
| MAR 210 – Intro to Marine Science Research | 1–4 |
| MAR 230 – Directed/Independent Study in Mar Sci | 1–4 |
| MAR 252 – Natural History of Marine Mammals | 3 |
| MAR 275 – Intro to Mar Honors Research | 1–4 |
| MAR 295 – Marine Science Internship | 1–4 |
| MAR 316 – Science and Society | 3 |
| MAR 326 – Experimental Animal Physiology | 3 |
| MAR 335/MAR 335L – Animal Behavior/Behavioral Ecology w/Lab | 4 |
| MAR 350/MAR 350L – Marine Ecology w/Lab | 4 |
| MAR 354 – Ecological Aquaculture | 3 |
| MAR 410 – Marine Science Research | 1–4 |
| MAR 415 – Independent Study in Marine Sciences | 1–4 |
| MAR 418 – Symbiosis | 3 |
| MAR 421/MAR 421L – Marine Science Topics w/Lab | 4 |
| MAR 424/MAR 424L – Physiological Ecology of Fish w/Lab | 4 |
| MAR 428 – Marine Conservation | 3 |
| MAR 432/MAR 432L – Fisheries Biology w/Lab | 4 |
| MAR 451/MAR 451L – Marine Biology Topics w/Lab | 4 |
| MAR 464 – Polar Biology | 3 |
| MAR 495 – Adv Marine Science Internship | 1–4 |
| BIO 221 – Principles of Aquaculture | 3 |
| BIO 222/BIO 222L – Finfish/Shellfish Culture Techniques w/Lab | 4 |
| BIO 223/BIO 223L – Health, Nutrition, and Feeding of Cultured Organisms w/Lab | 4 |
| BIO 323/BIO 323L – Principles of Aquarium Operations w/Lab | 4 |
Completion Requirements
All coursework, including the internship, should be completed within a five-year timeframe. A delay beyond the five years might warrant the retaking of coursework. Furthermore, if state certification requirements change prior to your completion even within the five-year timeframe, those changes must be incorporated into a revised program plan, in order to meet state certification regulations.
Learning Outcomes
Maine Common Core Teaching Standards
Standard One: Learner Development
The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard Two: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her full potential.
Standard Three: Learning Environments
The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self-motivation.
Standard Four: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners
Standard Five: Innovative Applications of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues.
Standard Six: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s on-going planning and instruction.
Standard Seven: Planning for Instruction
The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.
Standard Eight: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.
Standard Nine: Reflection and Continuous Growth
The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.
Standard Ten: Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Standard Eleven: Technology Standards for Teachers - (NETS.T)
Effective teachers model and apply the National Educational Technology Standards for Students (NETS.S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers will meet the following standards and performance indicators.
Honors Program
We offer qualified students the option of graduating with Honors. This includes significant research, scholarship or creative activity under the direction of a faculty member. Interested students should consult with their advisor.
Transfer Credit
TRANSFER CREDIT
Individuals who have full acceptance in the Teaching Certification Program can transfer up to, but no more than six (6) education credits from other universities.
In-service or workshop-type courses that do not carry college credit will not be accepted for transfer equivalency.
No course of any kind will be accepted from other institutions after your acceptance into the program at É«ÏãÊÓƵ without a course equivalency granted prior to the course being taken.
Admissions
Beginning Fall 2023 É«ÏãÊÓƵ is no longer accepting students into the Bachelor of Science in Secondary Education.
Financial Information
TUITION AND FEES
Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.