Faculty

Kyle D. Shanton, chair and associate professor.
B.A., 1985, University of Iowa; M.A., 1990, Ph.D., 1998, University of Arizona. Appointed 2007.

Suellyn M. Henke, associate professor.
B.P., 1987, M.A.T., 1990, Ph.D., 2000, Miami University (Ohio). Appointed 2002.

Nonye M. Alozie, visiting assistant professor.
B.S., 2003, University of California, Los Angeles; M.S., 2008, Ph.D., 2010, University of Michigan. Appointed 2011.

Michael J. Roessler, visiting associate professor.
B.A., 1969, University of Michigan; M.A.T., 1970, Stanford University; Ph.D., 1983, Michigan State University. Appointed 2009.

Introduction

The Education Department is the academic unit housing the faculty and courses that support the mission of the Fritz Shurmur Center for Teacher Development and the teacher education program. Information about the program of study and certification may be found in this section. Summary information on the Shurmur Center may be found in the Academics at Albion section.

The Ferguson Center for Technology-Aided Teaching and Learning hosts the Learning Café, a dynamic and flexible place for prospective teachers to use computer and Web-based technologies for designing lesson and unit plans, viewing and archiving videotaped examples of teaching and learning, and creating electronic and online portfolios of TEP achievements. There is a lending library of equipment (e.g., digital cameras, video cameras, digital audio recorders, individual response systems) and curriculum materials to support students in their field experiences. The Ferguson Center is a member of the Michigan Association of Computer Users in Learning (MACUL), the International Society for Technology in Education (ISTE) and the Consortium for Outstanding Achievement in Teaching with Technology (COATT). Albion College education students are eligible to apply for the COATT award, given to a pre-service and in-service teacher who creates a portfolio of his or her work in educational technology and teaching and learning.

Albion College’s teacher certification program offerings in elementary, secondary, and K-12 education are authorized by the Michigan Department of Education's Office of Professional Preparation Services. In addition, Albion's teacher education program offerings are accredited by the Teacher Education Accreditation Council. We welcome students of all races, religions or national origins and are in full compliance with the Civil Rights Act of 1964.

Changes in certification requirements as determined by the Michigan Department of Education and/or in requirements set by Albion College and the Education Department may necessitate changes in programs described in this catalog. When such changes are implemented, efforts will be made to provide as smooth a transition to the new requirements as possible.

Admission—Students may formally apply for admission to the teacher education program (TEP) after successfully completing Education 202. Requirements include: a 2.7 cumulative grade point average (GPA), a 3.0 GPA in the teaching major and teaching minor (or planned program), a 3.0 GPA in education classes, confirmation of having taken and passed all three sections (Reading, Mathematics, and Writing) of the Michigan Test for Teacher Certification (MTTC) Basic Skills Test, a successfully written essay, two letters of recommendation and documented previous work with children and youth in an educational setting. In accordance with State Board of Education policy, students are also required to complete three criminal history checks: in Education 202 prior to admission, in Education 203 as part of the application for admission, and again prior to recommendation to the Michigan Department of Education for provisional certification. As part of this process, students are required to access the Internet Criminal History Access Tool (ICHAT) through the Michigan State Police Web site and submit the report to the Education Department. Students are responsible for the ICHAT fee. A detailed explanation of requirements for admission may be obtained directly from the Education Department. Students are also encouraged to acquire additional educational experience through volunteer or ancillary work in tutoring, outdoor camps, and community and regional programs focused on children and youth such as Foreign Language in Elementary Schools (FLES) or Big Brothers/Big Sisters.

Further, students are required to maintain a 2.7 cumulative GPA, and a 3.0 GPA in their teaching major, teaching minor (or planned program), education concentration and in other course work required for the teacher education program. All required courses must be taken for a grade, except those offered only on a credit/no credit basis.

Student Teaching—Students must sign up for student teaching no later than January of the preceding academic year. Student teaching is a capstone experience that brings many significant responsibilities and obligations, and involves time commitments during and after school as well as evenings. Therefore, student teachers must petition to receive advance permission from the Education Department to take other courses, work, hold leadership positions in organizations on- or off-campus, or participate in any activity that would potentially interfere with student teaching. All student teaching placements are made by the field placement coordinator. Placements are made within a 30-mile radius of Albion in order to accommodate supervision, seminar and capstone commitments. In preparation for student teaching, students participate in field experiences integrated into course work in 200- and 300-level education classes. All TEP students are required to complete either Education 396: Boundary Crossings in Elementary Schools or Education 397: Boundary Crossings in Secondary Schools (aka “Maymester”). These courses require an integrated field experience that begins during the spring semester and includes full-time participation during three weeks in a classroom in May as part of the junior year or senior. There is no additional tuition charged for the Maymester portion of the course; however, students will be charged for room and board during this period. Students are expected to complete a digital portfolio prior to completing their program of study.

Testing—Act 267 of the Public Acts of 1986 requires that all students seeking to enroll in student teaching in any Michigan teacher education program must take and pass the Basic Skills Test (Test Code 096) administered by Pearson Education, Inc. This test should be taken during the freshman year and no later than the sophomore year as part of the Albion College TEP admissions process. Cost, dates and site information are available online at http://www.mttc.nesinc.com .

All education students need to pass Michigan Test for Teacher Certification (MTTC) subject area tests before they can be certified by the Michigan Department of Education (MDE). Elementary certification candidates must pass the Elementary Education Tests (Test Codes 103 and 104). If they wish to teach in their major in grades 6-8, they must also pass the subject area test in their teaching major. All secondary and K-12 certification candidates must pass the subject area tests in their teaching major and minor. K-12 music education students take only the Music Education Test (Test Code 099). Students seeking certification to teach French, German or Spanish are also required to pass the American Council on the Teaching of Foreign Languages’ Oral Proficiency Interview (OPI) exam at an “advanced low” level of proficiency (or higher). Students should consult closely with the Modern Languages and Cultures Department and TEP adviser to prepare for this exam. It is generally recommended that students take content area exams once major course work in that area is completed, during the senior year prior to student teaching. As required by the MDE, we are reporting a 100 percent passing rate for Albion College students whose applications were approved for certification during the last academic year on all state-required certification tests. During test registration, students must request that their MTTC scores be officially reported to Albion College (Institution Code 02).

Certification Fee—Michigan Act No. 339 requires that all teacher candidates pay a fee of $160 for the issuance of a certificate. Albion College is not involved in the collection of the fee. Candidates are billed online by the MDE. Albion College can only approve a candidate’s application for certification. The MDE does not certify until the candidate pays the certification fee.

Provisional Certification—The initial teacher’s certificate issued by the State of Michigan to qualified graduates of approved teacher education institutions is a provisional certificate which is valid for up to six years.

Education Department Web site

Certifications

Elementary Certification

Albion offers programs leading to Michigan certification at the elementary level (grades K-8) in the following subject areas:

Students accepted as candidates for elementary certification must:

• Complete a planned program as specified below.
• Complete all other requirements as specified by Albion’s Education Department.

* Either English 101H or English 203 satisfies the planned program requirement.
** Course meets intermittently during the spring semester and intensively during three weeks in May, requires residence on campus, and is part of spring registration.

Course descriptions and prerequisites are listed under the respective departments. Numbers in parentheses indicate units of credit awarded. Students apply for formal acceptance and admission into the TEP during their sophomore year, after completing Education 202. If a student desires to do off-campus study, the ideal semester to do so is the fall of the junior year.

Interdisciplinary Major in Integrated Science—The integrated science major is primarily intended for students seeking a broad, cross-disciplinary understanding of the natural sciences. Students completing a major in integrated science are required to take courses in all the natural sciences and also to choose a minor in biology, chemistry, geology or physics. Minors are not endorsed. The detailed requirements for the major are available from an Education Department adviser.

Interdisciplinary Major in Social Studies (Elementary)—The social studies major is primarily intended for students seeking a broad, cross-disciplinary understanding of the social sciences. Students completing a major in social studies are required to take courses in anthropology and sociology, economics and management, geological sciences, history and political science. No minor is required. The detailed requirements for the major are available from an Education Department adviser.

Secondary/K-12 Certification

Students accepted for secondary and/or K-12 certification must:

• Complete a teaching major of at least eight units;
• Complete a teaching minor of at least five units;
• Complete a sequence of pedagogy courses, including Education 338/9 or 348/9 or 358/9, 373 and 397;
• Complete all other requirements as specified by the Education Department.

Pedagogy course(s) note: Students with a humanities (English, French, German, Spanish) major and minor take Education 339; students with a social science (history, political science, psychology) major and minor take Education 349; and, students with a mathematics/natural science (biology, chemistry, earth science, physics, mathematics) major and minor take Education 359. Otherwise, students with major and minors split between humanities, social science, and/or mathematics/natural science take the appropriate combination of Education 338, 348 and 358 for one unit total. Music students take pedagogy courses in the Music Department. Students should consult with their education advisers to ensure they are taking the correct pedagogy courses.

* May be taken either fall or spring semester.
** Discuss appropriate course(s) with Education Department adviser. Music students take pedagogy course work offered through the Music Department.
*** Education 396 required for K-12 certification; Education 397 required for secondary certification. Course meets intermittently during the spring semester and intensively during three weeks in May, requires residence on campus, and is part of spring registration.
**** K-12 certification requires Education 371 in addition to Education 373 for French, German and Spanish majors. Course offered fall semester only.
*****History and political science major and minor require Education 349.

Course descriptions and prerequisites are listed under the respective departments. Numbers in parentheses indicate units of credit awarded. Students apply for formal acceptance and admission into the teacher education program during their sophomore year, after completing Education 202. If a student desires to do off-campus study, the ideal semester to do so is the fall of the junior year.

Interdisciplinary Major in Social Studies (Secondary)—The social studies major is primarily intended for students seeking a broad, cross-disciplinary understanding of the social sciences. Students completing a major in social studies are required to take courses in anthropology and sociology, economics and management, geological sciences, history and political science. No minor is required. The detailed requirements for the major are available from an Education Department adviser.

Education Courses

187, 188, 189 Selected Topics (1/4, 1/2, 1)
An examination of subjects or areas not included in other courses. Staff.

202 Foundational Contexts of Education (1)
Prerequisite: Sophomore standing.
An overview of the historical, social, political, multicultural and philosophical foundations of education. Provides the larger conceptual perspectives necessary for studying teaching, learning and education, and critically examines the relationship among teachers, schools and society. Seminar and field practicum. Henke, Shanton.

203 Processes in Learning and Teaching (1)
Prerequisites: Education 202 and a minimum cumulative GPA of 2.7.
Introductory course for students interested in teacher education. Emphasizes understanding and application of four processes: (1) observation, (2) inquiry, (3) reflection/assessment and (4) connection/creativity. These processes are essential in understanding and supporting personal and professional growth and in understanding teaching and learning in diverse K-12 classrooms. These processes, along with issues of personal and professional growth, will be explored in greater depth in all subsequent education course work. Seminar and special education field practicum. Roessler, Shanton.

240, 241 Brass Instruments (1/4 each)
Same as Music 240, 241. Offered in alternate years. Staff.

242, 243 Woodwind Instruments (1/4 each)
Same as Music 242, 243. Offered in alternate years. Staff.

244, 245 Stringed Instruments (1/4 each)
Same as Music 244, 245. Offered in alternate years. Staff.

246 Percussion Instruments (1/4 each)
Same as Music 246. Staff.

247 Teaching for Understanding in a Diverse World: Inquiry and Reflection in the Pedagogy of Elementary Social Studies (1/2)
Supports elementary education students in developing pedagogical knowledge and skills through the exploration of professional and theoretical literature, projects and field-based teaching experiences. Required professional sequence course for all elementary education candidates in social studies. Roessler.

248 Children's Literature (1)
Literature for the elementary and middle school. Same as English 248. Staff.

259 Teaching for Understanding in a Diverse World: Inquiry and Reflection in the Pedagogy of Elementary Mathematics and Science (1)
Prerequisite: Education 202.
Supports elementary education students in developing subject-specific pedagogical content knowledge focusing on the intersection of the needs and interests of children, community and school resources, and curriculum standards and benchmarks. Inquiry-oriented and field-based. Staff.

287, 288, 289 Selected Topics (1/4, 1/2, 1)
An examination of subjects or areas not included in other courses. Staff.

319 Health and Wellness in the Elementary Classroom (1/2)
Introduces elementary education students to a holistic approach for promoting healthy and active lifestyles for their students. Prospective teachers become familiar with designing and integrating movement, health and physical education content in K-8 classrooms. Includes a required field placement in a K-8 public school or other educational setting. Shanton.

322 Teaching of Instrumental Music in the Schools
Same as Music 322. Offered in alternate years. Staff.

325 Teaching of Music in the Elementary School (1)
Same as Music 325. Offered in alternate years. Staff.

328 Teaching of Choral Music in the Secondary School (1)
Same as Music 328. Staff.

338, 339 Teaching for Understanding in a Diverse World: Inquiry and Reflection in the Pedagogy of the Humanities (1/2, 1)
Prerequisites: Education 202, 203 and permission of department.
Supports secondary education students with majors/minors in English and world languages (French, German and Spanish) in developing subject-specific pedagogical content knowledge through the exploration of professional and theoretical literature, projects, and teaching experiences. Inquiry-oriented and field-based. Henke, Shanton.

345 Methods of Teaching of Modern Languages (1)
Same as Modern Languages 345. Guenin-Lelle.

348, 349 Teaching for Understanding in a Diverse World: Inquiry and Reflection in the Pedagogy of the Social Sciences (1/2, 1)
Prerequisites: Education 202, 203 and permission of department.
Supports secondary education students with majors/minors in history, political science, and psychology in developing subject-specific pedagogical content knowledge through the exploration of professional and theoretical literature, projects, and teaching experiences. Inquiry-oriented and field-based. Henke, Roessler.

358, 359 Teaching for Understanding in a Diverse World: Inquiry and Reflection in the Pedagogy of the Sciences (1/2, 1)
Prerequisites: Education 202, 203 and permission of department.
Supports secondary education students with majors/minors in biology, chemistry, geological sciences, physics, and mathematics in developing subject-specific pedagogical content knowledge through the exploration of professional and theoretical literature, projects, and teaching experiences. Inquiry-oriented and field-based. Alozie.

371 Literacy Pedagogy in the Elementary School (1)
Prerequisites: Education 202, 203 and permission of department.
Examines the relevant research base on literacy acquisition and a variety of pedagogical approaches based on competing theories about literacy. Looks at culturally responsive pedagogy with children from a variety of racial, economic, and ethnic backgrounds, and at the knowledge, skills, and attitudes involved with the program processes. Requires development, implementation, and assessment of lesson plans. Field experience includes observation and teaching in public school classrooms. This course is required for all K-12 French, German and Spanish majors. Shanton.

372 Teaching Reading in the Content Areas at the Elementary Level (1/2)
Prerequisites: Education 202, 203 and permission of department.
Examines theory and pedagogy in literacy in content areas in the elementary grades, integrating reading and writing instruction into subject matter from liberal arts disciplines across the curriculum to enhance lifelong literacy skills. Emphasizes development, teaching, and assessment of lesson plans, using children’s fiction and non-fiction literature. Field experience. Alozie.

373 Literacy Pedagogy in Secondary Schools (1)
Prerequisites: Education 202, 203 and permission of department.
Examines literacy pedagogy in the secondary content areas. Field experiences in public school classrooms provide opportunities to observe learners and to practice the skills, methods, and strategies for teaching content literacy. Should be taken the semester prior to student teaching. Henke, Roessler.

374 Teaching Advanced Concepts in Biology (1/4)
Prerequisites: Education 202, 203 and permission of department.
Extends elementary education students’ knowledge of biology-related scientific phenomena. Students design instructional experiences to teach concepts to K-8 audiences, culminating in final project which includes a digital portfolio and public performance. Alozie.

375 Teaching Advanced Concepts in Chemistry (1/4)
Prerequisites: Education 202, 203 and permission of department.
Extends elementary education students’ knowledge of chemistry-related scientific phenomena. Students design instructional experiences to teach concepts to K-8 audiences, culminating in final project which includes a digital portfolio and public performance. Alozie.

376 Teaching Advanced Concepts in Geology (1/4)
Prerequisites: Education 202, 203 and permission of department.
Extends elementary education students’ knowledge of geology-related scientific phenomena. Students design instructional experiences to teach concepts to K-8 audiences, culminating in final project which includes a digital portfolio and public performance. Alozie.

377 Teaching Advanced Concepts in Physics (1/4)
Prerequisites: Education 202, 203 and permission of department.
Extends elementary education students’ knowledge of physics-related scientific phenomena. Students design instructional experiences to teach concepts to K-8 audiences, culminating in final project which includes a digital portfolio and public performance. Alozie.

382 International Education Practicum (1/2)
Prerequisites: Acceptance to Fritz Shurmur Center for Teacher Development; application and approval of instructor.
Students travel and study abroad, teach a lesson, and conduct an individual inquiry project in an education setting. Using comparative education and cultural studies frameworks, students gain new insights about education abroad and in the United States. This course is designed to enhance awareness of diversity, globalization, and cross-cultural competencies. Students are required to meet regularly with instructor before and after the practicum experience. Includes a course fee. Henke, Shanton.

387, 388, 389 Selected Topics (1/4, 1/2, 1)
An examination of subjects or areas not included in other courses. Staff.

396 Boundary Crossings in Elementary Schools (1)
Prerequisites: Education 202, 203.
Focuses on learning about and working in the Albion Public Schools with children/youth from different backgrounds. Combines curriculum and classroom management theory and practice, and emphasizes exploring and developing integrative and creative teaching skills before doing the student teaching semester. Note: This Maymester course/experience begins during the spring semester and extends for three and one-half weeks after the spring semester for all junior elementary teacher education students. Alozie, Shanton.

397 Boundary Crossings in Secondary Schools (1)
Prerequisites: Education 202, 203.
Focuses on learning about and working in the Albion Pubic Schools with youth from different backgrounds. Combines curriculum and classroom management theory and practice, and emphasizes exploring and developing integrative and creative teaching skills before doing the student teaching semester. Note: This Maymester course/experience begins during the spring semester and extends for three and one-half weeks after the spring semester for all junior secondary teacher education students. Henke.

398 Shurmur Mentorship-Practicum (1/2)
Prerequisites: Education 202, 203, junior standing with a minimum 2.7 cumulative GPA and permission of the Education Department.
Develops a deeper awareness of the complexities in education and policy issues. Pairs students with mentors who work with education policy issues. Includes interpretation and evaluation of current educational policy issues faced by administrators and legislators who work on behalf of children and youth. This course is optional, not a requirement for certification. Offered on a credit/no credit basis. Staff.

411, 412 Directed Study (1/2, 1) Staff.

421 Elementary Student Teaching (3)
Prerequisites: Advising and permission from department. All elementary education courses need to be completed before student teaching.
A full school day, semester-long internship at the elementary school level under the supervision of an experienced, well qualified teacher. Weekly seminars provide a continuing support system for student teachers by establishing an open forum for the sharing of readings, problems and experiences. Offered on a credit/no credit basis. Staff.

422 Secondary Student Teaching (3)
Prerequisites: Advising and permission from department. All secondary education courses need to be completed before student teaching.
A full school day, semester-long internship at the secondary school level under the supervision of an experienced, well qualified teacher. Weekly seminars provide a continuing support system for student teachers by establishing an open forum for the sharing of readings, problems and experiences. Offered on a credit/no credit basis. Staff.

423 Student Teaching, Kindergarten through Grade 12 (K-12) (3)
Prerequisites: Advising and permission from department. All education courses need to be completed for student teaching.
A full school day, semester-long internship is divided equally between the elementary and secondary levels and done under the supervision of experienced, well qualified teachers. Weekly seminars provide a continuing support system for student teachers by establishing a congenial forum of peers and College supervisors for the sharing of readings, problems and experiences. Offered on a credit/no credit basis. Staff.

431 Seminar: Elementary Student Teaching (1)
Prerequisite: Permission of department.
A capstone course reflecting on practice in the classroom. Focuses on professional development, portfolio design, technology integration and classroom management. Taken concurrently during student teaching semester. Shanton.

432 Seminar: Secondary Student Teaching (1)
Prerequisite: Permission of department.
A capstone course reflecting on practice in the classroom. Focuses on professional development, portfolio design, technology integration and classroom management. Taken concurrently during student teaching semester. Henke, Roessler.