The Neag School of Education has developed a model of professional preparation for educators that provides students with a balance of carefully sequenced inquiry experiences, multiple clinical practices, liberal arts preparation, and pedagogical knowledge in a collegial environment which stresses collaboration between and among public schools, professional development schools, the different departments in the Neag School of Education, and the liberal arts faculty of the University.
To qualify for the University of Connecticut's institutional recommendation to serve as a teacher, any applicant must successfully complete the Integrated Bachelor's/Master's Teacher Education Program, involving a minimum of five years of full-time study. Prospective teachers complete at least two years of course work in general education and subject area major prior to admission to the Neag School of Education, followed by at least two years of full-time course work in subject area major and professional education while enrolled in the undergraduate teacher education program, followed by at least one year of full-time course work in professional education while enrolled in the Graduate School to earn the Master of Arts in Education. Connecticut's essential skills and subject knowledge testing requirements must also be successfully completed.
The University's General Education Requirements are listed in the Academic Regulations section of this Catalog. Teacher education programs additionally require a course in United States history to satisfy Connecticut's certification requirements.
The Integrated Bachelor's/Master's Teacher Education Program includes the following components:
The most recent program guidelines and sample semester sequence for each program is available on the NEAG School of Education website at http://www.education.uconn.edu
Elementary Education
Students in Elementary Education are prepared to teach in grades one through six. Students complete general education requirements, a 39 credit subject area major that includes a single subject plus a second concentration and appropriate courses in professional education. Requirements include: HDFS 190 or PSYC 236; EPSY 207, 208, 240, 250, 251, 252, 253; EDCI 220, 221, 222, 223, 224, 231, 233, 265, 276; EGEN 294, 295, 296, 297; and the Master of Arts in Education.
Elementary Special Education and Elementary
The combined Elementary Special Education and Elementary Program prepares prospective teachers of elementary children with disabilities in grades one through six. The emphasis is on the child and his or her individual learning problems rather than on any "category" of children. Students typically find employment in public elementary schools. Students complete general education requirements, a 39 credit subject area major that includes a single subject plus a second concentration and appropriate courses in professional education. Requirements include: HDFS 190 or PSYC 236; EPSY 207, 208, 210, 212, 240, 250, 251, 252, 253, 277; EDCI 221, 222, 223, 224, 231, 233, 276; EGEN 294, 295, 296, 297; and the Master of Arts in Education.
English Education
English education majors are prepared to teach secondary students to use and respond to language in all its forms: writing, literature and oral communication. Students ordinarily acquire a broad background in British and American literature, as well as drama, speech, poetry, journalism and world literature. Students complete general education requirements, a 36 credit subject area major, and appropriate courses in professional education. Requirements include: EPSY 207, 208, 240, 250, 251, 252, 253; EDCI 231, 233, 265, 266, 272, 273, 277; EGEN 294, 295, 296, 297; and the Master of Arts in Education.
History and Social Studies Education
The history and social studies program offers preparation leading to certification at grades 7-12. Graduates are prepared to teach history, civics, sociology, economics, geography, anthropology along with a wide range of area studies and issues courses ordinarily associated with social studies. Students complete general education requirements, a 36 credit subject area major, and appropriate courses in professional education. Requirements include: EPSY 207, 208, 240, 250, 251, 252, 253; EDCI 231, 233, 265, 266, 273, 277; EGEN 294, 295, 296, 297; and the Master of Arts in Education.
Mathematics Education
The secondary mathematics program prepares graduates for certification in mathematics for grades 7-12. Majors are prepared to teach algebra, geometry, calculus, and trigonometry, as well as general mathematics. Students complete general education requirements, a 36 credit subject area major, and appropriate courses in professional education. Requirements include: EPSY 207, 208, 240, 250, 251, 252, 253; EDCI 231, 233, 265, 266, 273, 277; EGEN 294, 295, 296, 297; and the Master of Arts in Education.
Science Education
Majors prepare to teach biology, chemistry, earth science, general science, or physics for grades 7-12, depending on academic preparation. Students complete general education requirements, a 36 credit subject area major, and appropriate courses in professional education. Requirements include: EPSY 207, 208, 240, 250, 251, 252, 253; EDCI 231, 233, 265, 266, 273, 277; EGEN 294, 295, 296, 297; and the Master of Arts in Education.
The program in Agricultural Education is designed to prepare graduates
to teach in public schools or one of Connecticut's Regional Vocational
Agriculture Centers. Students with subject matter specialties in animal
science, plant science, agricultural mechanics, or natural resources conservation
add a teaching, managerial and human relation aspect to their backgrounds
by completing the program. Students complete general education requirements,
a 39 credit subject
area major, and appropriate courses in professional education. Requirements
include: EPSY 207, 208, 240,
250,
251,
252,
253;
EDCI 231, 233,
265,
266,
277;
EGEN
294,
295,
296,
297; and the Master of Arts in Education.
Foreign Language Education
Majors in foreign language education are prepared to teach French, German, or Spanish in elementary, middle, junior high, and high schools. Students complete general education requirements; a 36 credit subject major in grammar, literature, culture, and civilization relevant to their foreign language; and appropriate courses in professional education. Requirements include: EPSY 207, 208, 240, 250, 251, 252, 253; EDCI 231, 233, 260, 265, 273, 277; EGEN 294, 295, 296, 297; and the Master of Arts in Education.
Music Education
Prospective music educators initially enroll in the School of Fine Arts and complete the general education requirements of that school. The undergraduate program undertaken in the Neag School of Education enables majors to teach music from pre-kindergarten through grade twelve and direct bands, orchestras, and choruses. Students complete general education requirements, a 36 credit subject area major, and appropriate undergraduate courses in professional education. Requirements include: EPSY 207, 208, 250, 251, 252, 253; EDCI 231, 232, 233, 258, 266, 277; EGEN 294, 295, 296, 297.
The Department has well-equipped laboratories in Exercise Physiology, Exercise Biochemistry, Sport Biomechanics, and the Social Sciences of Sport and Leisure. In the Therapeutic Recreation area, a Motor Development Clinic provides practical experience with persons who are physically or mentally disabled.
The University's general education requirements are listed in the Academic Regulations section of this Catalog.
The Department of Kinesiology offers the following undergraduate programs:
Social Science of Sport and Leisure (KSOC)
Park and Recreational Management (PRMG)
Sport Marketing (SPM)
Therapeutic Recreational Services (TRSV)
Athletic Training
The Athletic Training concentration prepares students to become certified
athletic trainers by the NATA and work with interscholastic, intercollegiate,
and professional sport teams; and sport medicine centers which specialize
in sport injuries and rehabilitation. The Sports Medicine program, within
the Division of Athletics, supplies an excellent experience for students
specializing in this field. The students complete course work in general
education, cognate areas, and
kinesiology. Requirements include: BIOL 103, 107;
CHEM 122 or 127;
COMS
105; NUSC 165,
250;
PHYS 101Q or 121Q;
PNB 264-265;
PSYC 132;
SOCI 107W
or 115W;
STAT 100V or 110V;
EKIN 160,
161,
162,
163,
164,
234,
238,
239,
248,
250,
251,
252,
253,
254,
257,
258,
260,
263,
272,
290,
292;
HSMG
280; PVS 297.
Biomechanics
The Biomechanics concentration prepares students to analyze sport and exercise performance from a biomechanical perspective. Students can use this subject matter in preparation for graduate study or further professional education. Students complete course work in general education, cognate areas, and kinesiology. Requirements include: CHEM 122; CSE 110C; ENGR 150C; MATH 115Q, 116Q; PNB 264-265; PSYC 132, 257, 278; SOCI 107W or 115W; PHYS 121Q-122Q; EKIN 160, 228, 230 or 286, 236, 238, 258, 263, 272, 299; Cognate Electives.
Exercise Physiology
The Exercise Physiology concentration prepares students to analyze sport
and exercise performance in a physiological context. The majority of students
use this concentration to prepare for graduate study in exercise physiology.
Other students have used this concentration in preparation for medical
school, physician assistant programs, and physical therapy. Students complete
course work in general education, cognate areas, and kinesiology. Requirements
include: BIOL
107,
108;
CHEM 127Q, 128Q,
141 or 243;
MATH 112Q or 115Q;
PHYS 121Q,
122Q;
MCB 203 or 204;
PNB 250, 264-265;
NUSC 165; PSYC 132; SOCI 107W or
115W;
STAT 100V or 110V;
EKIN 160,
230 or
286,
236,
238,
248,
258,
272,
299,
Cognate Electives.
Fitness Management
The Fitness Management concentration prepares students to assist with
adult fitness programs in corporate, industrial, recreational, educational,
commercial, and clinical settings. The Recreational Services program, in
conjunction with the Division of Athletics, supplies an excellent applied
venue for students in this concentration. Students complete course work
in general education, cognate areas, and kinesiology. Requirements include:
ACCT
131; CHEM 122; COMS 105;
ECON 111;
NUSC 165, 200,
250;
PHYS 101Q; PSYC 132, 133,
240 or 257,
PSYC
268 or HSMG 280; PNB 264-265; SOCI 107W or 115W,
230,
247;
STAT 100V or
110V;
EKIN 160,
236 or 238,
248,
258,
259,
262,
263,
272,
281,
290.
Park and Recreational Management
The Park and Recreational Management concentration prepares specialists
for work as supervisors and/or administrators in a variety of public and
private recreational service agencies. Career opportunities include practitioner
roles in municipal recreation and park departments, aquatic centers, YMCAs/YWCAs,
camp directors, armed forces, federal programs and in positions having
administrative responsibilities. Graduates are sought for positions in
corporate and commercial programs, as well as for the travel and tourism
industry. Students complete course work in general education, cognate areas,
and kinesiology.
Requirements include: ACCT 131; ARE 234,
238;
COMS 105; ECON 111,
112;
PHYS
155Q; PLSC 124; POLS 260, 264W;
PSYC 132, 133,
240;
SOCI
107W or 115W;
STAT
100V or 110V;
EKIN 160,
201,
203,
204,
205,
262,
281,
282,
283,
284,
289,
290,
Cognate Electives.
Sport Marketing
The Sport Marketing concentration prepares students to gain employment
in marketing, promotion, and/or production management of sport-related
enterprises. Such sites include commercial, college/university, and private
sport-related areas. Students complete course work in general education,
cognate areas, and kinesiology. Requirements include: ACCT 131; MGMT 198;
COMS 105,
135;
ECON 111, 112;
MKTG 201,
208,
225;
MATH 105Q,
106Q;
PSYC
132, 133;
SOCI 107W or
115W;
STAT 100V or 110V;
EKIN 160,
230,
236,
238,
262,
281,
282,
284,
286,
290,
299,
Cognate Electives.
Therapeutic Recreational Services
The Therapeutic Recreational Services concentration prepares specialists
for program, supervisory, and administrative responsibilities in therapeutic
recreational service, primarily for rehabilitative purposes. The populations
include the mentally retarded, physically disabled, and neurologically
impaired. More recently, the areas of pediatrics, psychiatry, and geriatrics
have received increased programmatic emphasis. Students complete course
work in general education,
cognate areas, and kinesiology. Requirements include: CHEM 122; EPSY
206, 392; HDFS 266;
PHYS 101Q; PNB 264-265; PSYC 132,
133,
236,
240,
245;
SOCI
107W or
115W,
248;
STAT 100V or 110V;
EKIN 160,
201,
203,
204,
205,
228,
262,
273,
280,
282,
283,
284,
285,
289,
290.
Students should seek the most recent information at the earliest opportunity.
Admission applications, including a list of faculty advisors, program guidelines,
sample semester sequences, and information on Connecticuts essential skills
testing requirement are available on the Neag School of Educations website
at http://www.education.uconn.edu/; or the Academic Center for Entering
Students (ACES) located on the first floor of Goodyear Hall; or the Neag
School of
Education, C. B. Gentry Building, Room 225. Students are invited to
meetings each semester to discuss School of Education programs. They are
encouraged to meet with a faculty advisor with any questions they may have
after reviewing available literature.
Prospective applicants who wish to complete requirements in the minimum amount of time should strictly follow the most recent program guidelines. Students who declare themselves as pre-education majors should register with a pre-education advisor through the Academic Center for Entering Students (ACES).
Students satisfy program requirements in effect during the semester for which they are admitted to the Neag School of Education or at any subsequent time. Students who transfer out of the Neag School of Education or who withdraw (except those on an official leave of absence) or are dismissed from the University must satisfy requirements effective during the semester for which they are readmitted or any subsequent time.
During the student teaching semester, students will observe the vacation/holiday schedules of the local school rather than the University schedule. University residence halls close during University vacation periods. Alternate housing arrangements are the student teacher's responsibility.
The maximum enrollment in each program is determined by the Dean in
consultation with the head of the department offering the program. All
teacher education programs annually admit for the fall semester. Students
are advised to submit a completed Application for Admission to Upper
Division Programs and all supporting materials after completion of
their third semester, and before February 1, to be considered for admission
for the following fall semester. Application material for spring admission
may be submitted by October 1 only for any program in Kinesiology in which
the annual enrollment limit was not
met the previous fall. Application forms for admission to the Neag
School of Education are available on the Neag School of Education website
at: http://www.education.uconn.edu/, or from the Academic Center
for Entering Students (ACES) located on the first floor of Goodyear Hall,
or the Neag School of Education, Gentry Building Room 225, or may be requested
in writing from: Neag School of Education, Admission Office, Room 225,
Unit 2064C, 249
Glenbrook Road, Storrs, CT 06269-2064.
Students not currently attending the University of Connecticut must submit an additional University admission application with the Transfer Admissions Office, 2131 Hillside Road, Unit 3088, Storrs, CT 06269-3088. Students transferring to the University with less than 54 credits should fulfill requirements in a school or college other than the Neag School of Education and later make application to the Neag School of Education. These students initially complete only the University application.
Connecticut statute requires that all students wishing to be formally admitted to a teacher education program must successfully complete Connecticut's essential skills testing requirement. Educational Testing Service's (ETS's) Praxis I Computer-Based Tests (CBTs) fulfill Connecticut's essential skills testing requirement. The Praxis I Computer-Based Tests (CBTs) are three discrete tests of reading, writing, and mathematics administered via computer delivered questions.
A passing score on the Connecticut Competency Examination for Prospective Teachers (CONNCEPT), a paper and pencil test administered by National Evaluation Systems, Inc. (NES) from 1985 until 1994 continues to fulfill Connecticut's essential skills testing requirement. Eligibility for essential skills test waiver requires a combined score of at least 1,100 with at least 450 on any subtest for any Scholastic Aptitude Test (SAT) completed after April 1, 1995; a combined score of at least 1,000 with at least 400 on each subtest for any SAT completed before March 31, 1995; equivalent scores on the Prueba de Aptitude Academica (PAA) with a score of at least 510 on the English as a Second Language Achievement Test (ESLAT) or the Test of English as a Foreign Language (TOEFL); or scores on The American College Testing Assessment (ACT) of at least 22 on the English subtest and at least 19 on the Mathematics subtest.
Praxis Series Registration Bulletins and Praxis I Tests at a Glance booklets are available in the Neag School of Education (Gentry Building) Room 119. The forms and instructions for applying for a waiver are available in Room 231.
The faculty of the Neag School of Education seek to actively recruit students from underrepresented groups. Admission to the Neag School of Education is competitive. Successful applicants to teacher education programs generally have completed sufficient credits to be eligible for consideration, have applied by the annual deadline of February 1, have completed Connecticut's essential skills testing requirement, have participated in successful interviews with faculty, have accumulated sufficient experience working with children, have written acceptable essays, have submitted required personal recommendations confirming their professional potential, and have earned the most competitive cumulative grade point averages. Although the minimum admission standards of the Connecticut State Board of Education include at least a B- average for all undergraduate courses, teacher education programs offered by the School of Education are generally more competitive.
Applicants for the Master of Arts in Education must apply for admission to the Graduate School by April 1 of the final undergraduate semester. Admission requirements include a cumulative grade point average of at least 3.0 for the entire undergraduate record, or 3.0 for the last two years, or excellent work in the entire final year.
Successful applicants to those programs in Sport, Leisure, and Exercise
Sciences generally have completed sufficient credits to be eligible for
consideration, have applied by the annual deadline of February 1, have
competitive aptitude test scores, have accumulated sufficient experience
related to their career choice, have written acceptable essays, have submitted
required personal recommendations confirming their professional potential,
and have earned the most competitive grade point averages.
Students with major fields of study in a subject area of the College of Liberal Arts and Sciences are eligible to receive the Bachelor of Arts degree from the Neag School of Education provided that they have met the general education requirements of the College of Liberal Arts and Sciences.
All other graduates of the Neag School of Education receive the Bachelor
of Science degree.
Connecticut statute mandates a series of assessments
for prospective teachers.
1. Formal admission to a
teacher education program requires completion of Connecticuts essential
skills testing
requirement. Additional information regarding approved
tests and eligibility criteria for an essential skills test waiver is included
elsewhere in this chapter related to Admission to Neag School of Education
programs.
2. Students planning to
apply for teacher certification in Connecticut or elsewhere should contact
their academic advisor regarding subject knowledge testing. No graduate
may be recommended for a teaching certificate until successfully completing
Connecticuts subject knowledge testing requirements. Praxis Registration
Bulletins describing the approved Praxis II Subject Assessments are available
in the Neag School of Education (Gentry Building) Room 119.
3. Beginning teachers issued
initial educator certificates must successfully complete the Beginning
Educator Support and Training Program (BEST).
Because of the nature of Connecticuts certification and educator preparation program approval regulations, including the standards of the National Council for the Accreditation of Teacher Education and its professional associations, it is essential that students satisfy program requirements in effect at the time of their admission to the Neag School of Education or at any subsequent time. Students should maintain regular contact with their academic advisor to ensure compliance with the most recent requirements.