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 in a subject area major prior to admission to the Neag School of Education, followed by at least two years of full-time course work in a 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 certification areas
Elementary Education (ELMNTRY_BS) - Grades one through six
Secondary Education - Grades seven through twelve
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
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 201, 220, 221, 222, 223, 224, 231, 233, 276; EGEN 294, 295, 296, 297; and the Master of Arts in Education program.
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 201, 231, 233, 266, 272, 273, 277; EGEN 294, 295, 296, 297; and the Master of Arts in Education program.
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 201, 231, 233, 260, 273, 277; EGEN 294, 295, 296, 297; and the Master of Arts in Education program.
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 201, 231, 233, 266, 273, 277; EGEN 294, 295, 296, 297; and the Master of Arts in Education program.
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 201, 231, 233, 266, 273, 277; EGEN 294, 295, 296, 297; and the Master of Arts in Education program.
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 201, 231, 233, 266, 273, 277; EGEN 294, 295, 296, 297; and the Master of Arts in Education program.
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 201, 231, 233, 266,
277; EGEN 294, 295, 296, 297; and the Master of Arts in Education program.
Connecticut certification regulations significantly impact agricultural
education as an area of teacher certification. Prospective students should
be aware that these regulations could result in modification or elimination
of the agricultural education component of the Integrated Bachelor's/Master's
Teacher Preparation Program.
Comprehensive Special Education (Grades K-12)
The Comprehensive Special Education Program prepares prospective teachers of students with disabilities in grades kindergarten through twelve. 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, 213, 240, 250, 251, 252, 253, 277; EDCI 201, 221, 231, 233; EGEN 294, 295, 296, 297; and the Master of Arts in Education program.
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 201, 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:
http://www.education.uconn.edu
The Athletic Training concentration prepares students to become certified athletic trainers by the NATABOC 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, along with neighboring high schools, sports medicine clinics, and universities, provide excellent clinical rotations for students specializing in this field. The students complete course work in general education, cognate areas, and kinesiology.
Requirements include: BIOL 107; CHEM 122 or 127; COMM 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, 239, 248, 249, 250, 251, 252, 253W, 254, 255, 257, 258, 260, 263, 272, 290, 292; HSMG 280.
The Coaching and Administration concentration prepares students to coach and/or administer their sport or sports to individuals and teams at the amateur, collegiate and professional levels. Students receive a diverse and unique instructional program in strength training, sports medicine, exercise science, sports law, marketing, management and theory of coaching as well as practical experiences with proven coaches, referees and administrators. Students complete course work in general education, cognate areas, and kinesiology. Requirements include: ACCT 131; BIOL 103; ECON 111, 112; ENGL 110 or 111; HIST 100 or 101; NUSC 165, 200; PSYC 132, 133 or 135; STAT 100V or 110V; EKIN 160, 201, 202, 206, 207, 210, 236, 262, 263, 264, 268, 281, 284, 286, 289W, 290.
The Exercise Science 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, 248, 258, 272, 299, Cognate Electives.
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; COMM 105, 130; 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.
The Strength and Conditioning concentration prepares students to assist with strength and conditioning programs in corporate, industrial, recreational, educational, commercial, and clinical settings. Students complete coursework in general education, cognate areas, and kinesiology. Requirements include: ACCT 131, BIOL 103; CHEM 122, ECON 111; NUSC 165, 200, 250, PHYS 101Q; PSYC 132, 133 or 135, 236, 240 or 245; PNB 264-265; STAT 100V or 110V; EKIN 160, 163 or 164, 202, 206, 207, 248, 258, 265, 262, 263, 268, 272, 284, 286, 290.
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 Connecticut's essential skills testing requirement are available on the Neag School of Education's 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. The Athletic
Training program annually admits for the spring semester of the sophomore
year. Athletic Training applicants are advised to submit a completed Application
for Admission and all supporting materials after completion of their second
semester, and before October 1, to be considered for admission for the
following spring semester. 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 Connecticuts essential skills testing requirement. Beginning in January of 2002, Educational Testing Services (ETSs) Praxis I Academic Skills Assessments Pre-Professional Skills Test (PPST) became Connecticuts required test. Either the computer-based or paper-based Praxis I PPST is acceptable.
Educational Testing Service's (ETS's) Praxis I Computer-Based Tests (CBT's) which were required from 1994 to 2001 will continue to fulfill Connecticut's essential skills testing requirement. National Evaluation System's (NES's) Connecticut Competency Examination for Prospective Teachers (CONNCEPT), which was required from 1985 until 1994 will continue 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.
The most up-to-date information on these tests can be reviewed at http://www.ets.org.
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 Neag 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, 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 Connecticut's 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.Because of the nature of Connecticut's 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.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 Connecticut's subject knowledge testing requirements. The most up-to-date information on these tests can be reviewed at http://www.ets.org. Title II of the Higher Education Act requires that teacher education programs annually report on several items including how well program completers perform on state licensing and certification assessments. The most recent Neag School of Education program completion data is available at http://www.education.uconn.edu/admissions/teacherprep/progdata/index.htm.
3. Beginning teachers issued initial educator certificates must successfully complete the Beginning Educator Support and Training Program (BEST).
Bureau of Education Research and Services
Scott W. Brown, Ph.D., Professor of Educational Psychology, Director
Learning Disabled College Program
Joseph Madaus, Ph.D., Director
MicroComputer Lab
John Toman, M.S., Coordinator
Reading-Language Arts Center
Mary Anne Doyle, Ph.D., Associate Professor of Education, Director
A. J. Pappanikou Center on Special Education and Rehabilitation: A University Affiliated Program
Lee K. McLean, Ph.D., Professor of Educational Psychology