bachelors of science in education (bsed) secondary
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Bachelors of Science in Education (BSED)
Secondary Education School of Education CECH
2014 Primary Faculty:
Helen Meyer 513-556-5115
I. Program Overview
The Bachelors of Science in Education (BSED) in Secondary Education (grades 7-12) is available to students in four licensing content areas: English/Language Art, Integrated Mathematics, Science (Integrated Science, Life Science, Physics, or Chemistry) and Integrated Social Studies. The State of Ohio’s Department of Education recognizes the University of Cincinnati’s ability to offer and recommend graduates for Ohio teaching licenses in these areas.
Students leave the program with a substantial content knowledge in their chosen area of licensing, a philosophical understanding of the nature of education, teaching and learning, the pedagogical knowledge to implement sounds instruction and substantial supervised clinical teaching experience. Students become adept at understanding research-based knowledge and how it might apply to real-world situations. The skills learned in the program will help students in information processing and evaluation and problem solving, regardless of the path that they take after attaining the degree.
This 120 hour program is designed to be completed in four years of full-time study. The program is a pre-professional program that leads to a recommendation for a teaching license. The program as a whole is accredited by the national educator preparation organization, Council for the Accreditation of Educator Preparation (CAEP), and each specific content area license within the program is further accredited by their professional teaching organizations: National Council of Teachers of English (NCTE), National Council of Teachers of Mathematics (NCTM), National Science Teachers Association (NSTA) and National Council for the Social Studies (NCSS). The curriculum is designed to achieve the core objectives laid out by these national organizations and include:
Preservice teachers will meet content knowledge requirements for their licensure as demonstrated through appropriate GPA and passing appropriate content tests required for licensure in Ohio (Ohio Assessments for Educators).
Preservice teachers will meet content pedagogy requirements for their licensure as demonstrated through the design of four to six week conceptual units.
Preservice teachers will meet content pedagogy requirements for their licensure as demonstrated through the construction of lesson plans which incorporate content-specific standards, research-based teaching strategies, and learning theories which are tailored to address a variety of specific student learning needs.
Preservice teachers will meet content pedagogy requirements for their licensure as demonstrated through written reflections, which draw on research and theory, in order to analyze their teaching and their students’ learning.
Preservice teachers will employ the use of technology in ways that enhance the teaching of content and student learning.
Preservice teachers will meet learning environment requirements for their licensure as demonstrated through the use a variety of instructional strategies, materials, and applications of technology that encourage students’ development of critical thinking, problem solving, and performance skills.
Preservice teachers will meet learning environment requirements for their licensure as demonstrated by creating and maintaining safe, supportive, fair, and effective learning environments for all students including those with disabilities, gifts and talents, and limited English proficiency.
Preservice teachers will meet professional knowledge and skills requirements for their licensure by reading about, discussing, and reflecting upon the role of schooling in replicating and reforming culture and the agency that teachers have in classrooms, schools, and communities.
Preservice teachers will meet professional knowledge and skills requirements for their licensure by treating all students and colleagues in an equitable and ethical manner.
Program Outcomes
Original:
1. Preservice teachers will meet content knowledge requirements for their licensure as demonstrated through appropriate GPA and passing appropriate Praxis II tests.*
2. Preservice teachers will meet content pedagogy requirements for their licensure as demonstrated through the design of four to six week conceptual units.
3. Preservice teachers will meet content pedagogy requirements for their licensure as demonstrated through the construction of lesson plans which incorporate content-specific standards, research-based teaching strategies, and learning theories which are tailored to address a variety of specific student learning needs.
4. Preservice teachers will meet content pedagogy requirements for their licensure as demonstrated through written reflections, which draw on research and theory, in order to analyze their teaching and their students’ learning.
5. Preservice teachers will employ the use of technology in ways that enhance the teaching of content and student learning.
6. Preservice teachers will meet learning environment requirements for their licensure as demonstrated through the use a variety of instructional strategies, materials, and applications of technology that encourage students’ development of critical thinking, problem solving, and performance skills.
7. Preservice teachers will meet learning environment requirements for their licensure as demonstrated by creating and maintaining safe, supportive, fair, and effective learning environments for all students including those with disabilities, gifts and talents, and limited English proficiency.
8. Preservice teachers will meet professional knowledge and skills requirements for their licensure by reading about, discussing, and reflecting upon the role of schooling in replicating and reforming culture and the agency that teachers have in classrooms, schools, and communities.
9. Preservice teachers will meet professional knowledge and skills requirements for their licensure by treating all students and colleagues in an equitable and ethical manner.
Revised:
Only the first objective has been revised to up-date the Ohio license testing
requirement as determined by the State of Ohio. The revised learning objective 1
should now read:
1. Preservice teachers will meet content knowledge requirements for their licensure as demonstrated through appropriate GPA and passing appropriate Ohio Assessments for Educators (OAE).*
*This is learning outcome is assessed outside of the secondary education program. The
content GPA is taken from the required course work in Arts and Sciences needed to qualify
for a teaching license. All students at entry into the secondary education cohort must have
a 2.8 GPA in their content area and must maintain this content GPA in order to be
recommended for a teaching license. The Ohio Assessments for Educators (OAE) are
determined by the State of Ohio which also establishes the passing score for each content
area.
The content GPA is assessed at entry into the secondary licensing cohort (junior year) and
monitored each semester until graduation. The OAE tests are completed by students in
their final semester in the program.
II. Curriculum/Program Map
Program Learning O Program Learning Outcomes - The Preservice teachers will:
mee
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ents
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and
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iety
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arn
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se a
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ech
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rman
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kills
.
1.
w
ill m
eet
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nin
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nm
ent
req
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ts fo
r th
eir
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as
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on
stra
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up
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ents
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tud
ents
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ud
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ith
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, gif
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, an
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Engl
ish
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fici
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.
will
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ssio
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kn
ow
led
ge a
nd
ski
lls
req
uir
emen
ts fo
r th
eir
licen
sure
by
read
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abo
ut,
d
iscu
ssin
g, a
nd
ref
lect
ing
up
on
th
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le o
f sch
oo
ling
in r
eplic
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efo
rmin
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ltu
re a
nd
th
e ag
ency
th
at t
each
ers
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cla
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, an
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nit
ies.
mee
t p
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ssio
nal
kn
ow
led
ge a
nd
ski
lls
req
uir
emen
ts fo
r th
eir
licen
sure
by
trea
tin
g al
l st
ud
ents
an
d c
olle
agu
es in
an
eq
uit
able
an
d e
thic
al
man
ner
.
Req
'd C
our
ses
in P
-1*
*
CI 1001 Educational Technology
E, D E
EDST 1001 Introduction to Education
E, D E
EDST 1002 Educational Psychology
E
E, D
EDST 2002 Human Development
E E
E
CI 3003 Teaching & learning in Diverse settings
E, D
D D
KEY
E- Introduced, Emerging
D - Developing
A - Achieved
SPED 1001 Individuals with Exceptionalities
E
E
D
LSLS 4014 Disciplinary Literacy
D D, A
D
SEC 401X Introductory Methods
E E, D
D
E, D E
SEC 502X Intermediate Methods
D, A D, A
D D, A
D D D
SEC 603X Advanced Methods
A A A A
A A D
Exp
’s
SEC 4025: Field Practicum I
E E E
E D
SEC 5026 Field Practicum II
D E D
D D
D D
SEC 6090 Student Teaching I
D D D
D D
D D
SEC 6091 Student Teaching II
A A A
A A
A A
*The required courses listed here only include the education course work and do not include the content specific
course work for each licensing area. These are the “program” courses common to all secondary education
undergraduates.
Re: course numbers. Courses such as SEC 401X- the last digit differs depending on the specific content area like
language arts, mathematics, social studies, and science.
III. Methods and Measures
A few distinct types of data will be collected and utilized in the assessment process:
Paper, Exam, Presentation, or Course Grades- Individual task grades will be used as indicators for assessing relevant outcomes at the E, D, and A levels. In scenarios where the course grade is based purely on mastery of material and serves as a reliable indicator of attainment of multiple relevant requirements (as opposed to attendance, etc.), it may be used as a measure for certain program outcomes. In most others, we will use grades from key assignments within the relevant courses.
Lesson and Unit Planning Examples-Created in methods classes and in field experiences that demonstrate the preservice teachers understanding of the organization, structure and development of instructional content. Planning activities are turned in on paper and may or may not be assessed as implemented activities.
Clinical observations of practice –During experiential field work students are expected to demonstrate their ability to implement effective instructional plans, classroom strategies and dispositions, including acceptance of and ability to meet the needs of diverse student populations. Clinical observations are also used to assess preservice teachers professional attributes needed to work affectively in a school setting.
External Assessments – Preservice candidates must pass external states mandated assessments such as OEA tests for content knowledge and professional knowledge and the edTPA, a performance assessment. These assessments are designed and scored by external bodies.
Assessment Measures Aligned with Program Outcomes
Program Outcome
Assessment Tools
Course/ Experience Time Line Responsible Person
1.meet content knowledge requirements for their
licensure as demonstrated through appropriate GPA and passing appropriate Ohio Assessments for Educators (OAE)
Exams, papers, external tests At entry into the teaching
cohort and every semester until graduation
Initial submission Spring
semester sophomore year at end of each semester.
Student Services Center
staff compile info and share with program
faculty.
2. meet content pedagogy requirements for their
licensure as demonstrated through the design of four to six week conceptual units.
Unit planning Assignment Student teaching plans
SEC 502X & SEC 6091 Submitted at end of courses. Observed throughout final
student teaching
Instructors, and clinical mentors, and supervisors submit
observations to field coordinator
3. meet content pedagogy requirements for their
licensure as demonstrated through the construction of lesson plans which incorporate content-specific standards, research-based teaching strategies, and learning theories which
are tailored to address a variety of specific student learning
Lesson plans
Unit plans edTPA (Teacher Performance test completed student
teaching experience)
Req’d Methods Courses
Clinical teaching experiences SEC 6091
Submitted at end of
course and reviewed throughout the clinical experience. The edTPA is
submitted at the half way point of SEC 6091.
Instructors, and clinical
mentors, and supervisors submit observations to field
coordinator
4. meet content pedagogy requirements for their
licensure as demonstrated through written
reflections, which draw on research and theory, in order to analyze their teaching and their students’ learning.
Course, Papers Grades, reflective comments on lesson
plans edTPA commentaries
EDST 1002 & 2002 Required Methods
courses Clinical experiences
SEC 6091
Submitted at end of courses and reviewed
throughout clinical experiences. Half-way
point of SEC 6091
Instructors, and clinical mentors, and
supervisors submit observations to field
coordinator
5. employ the use of technology in ways that enhance the teaching of content and student learning.
Course projects, lesson plans, observations
CI 1001 LSLS 4014
Required methods course Field experiences
Submitted at end of courses and reviewed
throughout clinical experiences.
Instructors, and clinical mentors, and
supervisors submit observations to field coordinator
6. meet learning environment requirements for their licensure as demonstrated through the use a variety of instructional strategies, materials, and applications of technology that encourage students’ development of critical thinking, problem solving, and performance skills.
Courses, lesson plans, observations
Required methods courses Field experiences CI 1001, EDST 2003, CI
3003, LSLS 4014
Submitted at end of courses and reviewed throughout clinical
experiences.
Instructors, and clinical mentors, and supervisors submit
observations to field coordinator
7. will meet learning environment requirements for their licensure as demonstrated by creating and maintaining safe, supportive, fair, and effective learning environments for all students including those with disabilities, gifts and talents, and limited English proficiency.
Courses assignments, observations
EDST 2003, LSLS 4014, CI 3003
Field clinical experiences
Submitted at end of courses and reviewed
throughout clinical experiences
Instructors, and clinical mentors, and
supervisors submit observations to field coordinator
8. will meet professional knowledge and skills requirements for their licensure by reading about, discussing, and reflecting upon the role of schooling in replicating and reforming culture and the agency that teachers have in classrooms, schools, and communities.
Course assignments and tests EDST 1001, 2002, CI 3003, required methods
sequences
Grades submitted at the end of courses
Course instructors
9. meet professional knowledge and skills requirements for their licensure by treating all students and colleagues in an equitable and ethical manner.
All courses interaction, candidate disposition forms,
observations
Required methods courses and clinical experiences
Filed disposition forms, course grades, and clinical
observation forms
Course instructors Mentors and
supervisors report to the clinical coordinator
and program coordinator
V. Assessment Infrastructure
The Assessment Process for the BSED program is completed through the coordination of the program faculty and the Office of Assessment and Continuous Improvement (OACI). OACI maintains a data base of learning outcomes and other accreditation requirements. This is shared annually with program faculty for discussion. Programs submit accreditation reports to their professional organizations every 7 years. 1. Compilation of Assessment Data Generally, assessment data will be compiled throughout an Academic Year as different courses and relevant program experiences conclude. A web-based data system is developed and accessible to course instructors, clinical mentors, and supervisors. 2. Analysis of Assessment Data Following compilation of data, the data is provided to the program faculty for review and analysis. 3. Reporting of Assessment Data The program in content area compile a report to submit for accreditation every 7 years. 4. Faculty Discussion of Assessment Data and Action Planning Program faculty meet monthly throughout the academic year to monitor data gathering processes and feedback on student performance to form an action plan for up-dating assessments and course structures. In addition to the gathered data, these meetings include integration of new assessments or licensing requirements from the State of Ohio or our professional organizations. Finally we meet annually with our clinical partners to discuss program outcomes and direct feedback from the school-based faculty who work with our students. 5. Taking Action Based on Assessment Data In general, it would be expected that these items would be “areas of emphasis” for the balance of that Academic Year and Summer so Faculty could undertake feasible action consistent with the proposed actions and resolutions. It is expected that any alterations to existing policies, processes, or area or School curricula would proceed at a pace consistent with the degree to which they are prioritized within an action plan by Faculty. As the process unfolds across years it is anticipated that updates on “past” items and introduction of “new” items would become part of the presentation of data and subsequent discussion each Fall.
Assessment Infrastructure –CECH for CAEP Accredited Programs Programs within the College of Education, Criminal Justice, and Human Services (CECH) that are nationally accredited receive support from the CECH Office of Assessment and Continuous Improvement (OACI). The data collection and summarization is managed by that office. Data is entered through web-based rubrics and assessments by the end of each semester. Over the summer OACI generates program specific reports and provides them electronically and in hardcopy to each program. By December 1, each program faculty is required to have analyzed the data provided and develop “next steps” in terms of program improvement. These next steps are returned to OACI and a report is generated. Any curriculum changes must be submitted by review by February 1. OACI also has a web site that has all the assessment documents that were developed and maintained through our major accrediting body: Council for the Accreditation of Educator Preparation (CAEP). CECH has a web site that has links to ALL our CAEP programs and their assessment data. There is a section entitled “Signature Embedded Assessments” as well as Initial Licensure Programs submitted through Specialized Program Associations. Each of those links has between 6-8 assessments required by our professional organizations. Data from past assessments is also on that site. [ASIDE: CECH and UC is among the first universities to become accredited by CAEP – our visit was November 2012; Board of Directors Spring 2013 to award us CAEP accreditation for 7 years (until 2018).] CAEP page on the CECH web site: http://www.uc.edu/cech-accreditation/educator-prep.html Policies and procedures for data collection, analysis, and use are summarized in these three improvement cycles, documented in the description of our assessment system and provided here:
Candidate Performance and Program Improvement Cycle
For Fall Semester Program Meetings (Summer Work)
The following data is aggregated and summarized for decision-makers in program areas: Admissions data
Ohio Assessment for Educators (OAE) data Cohort application data
Intern/Student Teacher Evaluations Candidate Dispositions Progress Report data
Data about program completers
Follow-up data
New Specialized Professional Association (SPA) standards
Performance on all SPA assessments
Handbook and candidate materials reviewed
Data posted to web site
By December 1 (Program faculty responsible)
Data-based decisions made regarding the programs submitted to OACI
Summary report by program area submitted to University Council on Educator Preparation/Associate Deans
Areas needing attention identified
Curriculum proposals for curriculum adjustment/maintenance generated Candidates informed of program improvements in response to data
Submission of new programs to Ohio Department of Education for fall approval cycle
By February 1 (Program Faculty responsible; Program Coordinator)
Finalize major curriculum changes
During Spring Semester, April 1 (Program Coordinator submits info to appropriate office)
Record approved curriculum changes Update curriculum map
Update curriculum guides, degree progress audits (DARS), program outlines Update evaluation forms for spring semester distribution
Late Spring Semester (by April 15)-Program Coordinator works with Dean’s office, SSC
Dean’s office submits official updates to website [Units are responsible for
updating their websites directly or through their Web liaison. Faculty are asked to work with Ric Stackpole to make changes to curriculum guides and program
outlines.] Implement program improvements; continue to collect data on candidates and
programs
VI. Findings. n/a
VII. Use of Findings