Adolescence Education

Chair: Michele Marable, PhD
Associate Chair: Lorrei DiCamillo, EdD

Introduction

Professional sequences in Adolescence Education give teacher candidates a thorough foundation in the many facets of modern American secondary education and a gradually increasing exposure to the realities of the classroom. A broad range of field experiences, from observation and tutoring to a full semester of student teaching, is an essential part of the curriculum. Each program also includes an integrated sequence of subject-area courses offered by one or more of the academic departments at the college. The Adolescence Education program offers nine certification programs at the Adolescence Level — grades 7 through 12. A more detailed description of the program, faculty, facilities, academic and co-curricular opportunities can be found on the program webpage.

Qualifications

Academic criteria for endorsement and completion of the program are as follows: Students must maintain a cumulative GPA of 2.7 or higher and a grade of C or higher in content and pedagogical courses. They must achieve satisfactory performance in field placements. All candidates must complete a minimum of 120 credit hours to graduate.

Advisement

All students should have an advisor in the major and should contact the department directly to have an advisor assigned if they do not already have one.  Major advisors are normally assigned in the sophomore year, but may be requested in the freshman year to supplement a student's freshman advisor (their GRIF 101 facilitator). Meetings with academic advisors are required prior to students receiving their PIN for course registration each semester. All majors should work closely with their advisor in discussing career expectations, choosing their major electives, developing their entire academic program and planning their co-curricular or supplemental academic experiences.

 In addition, candidates will be assigned an advisor in their respective concentration area.

Dual Majors

Students who wish to expand their educational opportunities may decide to declare a dual major. The decision may be based on career goals or planned graduate studies. Before a student declares a dual major, it is important to meet with the appropriate academic departments for advisement. Some dual major combinations can be completed within the minimum 120 credit hour degree requirement, but in some cases additional course work may be required. In order to declare a dual major, the student must complete the appropriate dual major request form and get the signature of each department chairperson and the appropriate associate dean.

Minors

Minors provide students the opportunity to pursue additional interests but generally do not require as many courses as a major.  Minors generally range from five to eight required courses. The minors page provides a complete list of minors and provides links to each minor. Some majors and minors can be completed within the minimum 120 credit hour degree requirement, but in some cases additional coursework may be required. Students must complete the appropriate minor request form.

General Education Requirements

All undergraduate students must complete either the Canisius Core Curriculum or the All-College Honors Curriculum.

Free Electives

Free electives are courses in addition to the Core Curriculum or Honors Curriculum and major requirements sufficient to reach the minimum of 120 credit hours required for graduation. Students may graduate with more but not less than 120 credit hours.

Major Requirements

The Adolescence Education Major includes the following required courses:

EDS 101Human Growth and Social Development: Adolescence3
EDS 223Foundations of Adolescent Literacy3
EDS 224Adolescent Literacy in a New Literacies World3
EDU 250Foundations of Education3
SPE 341Inclusive Strategies3
EDS 360Evaluation and Teaching Strategies3
EDS 390Cognition, Learning and Assessment of Adolescence3
Choose the appropriate course:3
Methods of Teaching English: Adolescence
Methods of Teaching Mathematics: Adolescence
Methods of Teaching Modern Languages: Adolescence
Methods of Teaching Science: Adolescence
Methods of Teaching Social Studies: Adolescence
Choose the appropriate course:3
Applied Methods of Teaching English: Adolescence
Applied Methods of Teaching Mathematics: Adolescence
Applied Methods of Teaching Modern Languages: Adolescence
Applied Methods of Teaching Science: Adolescence
Applied Methods of Teaching Social Studies
EDS 493Supervised Student Teaching12
EDS 494Capstone Seminar for Adolescence Education Teacher Candidates3
EDU 495Child Abuse Workshop0
EDU 496Prevention of School Violence Workshop0
EDU 497Dignity for All Students Act (DASA) Workshop0
EDU 498Student Teaching Seminar3
Total Credits45

Major Electives

Candidates wishing to obtain an extension to teach grades 5-6 in their area of concentration must take EMC 352 and EMC 391 in addition to the courses listed above.

Major Experiences

New York State requires the successful completion of at least 100 hours of field experience before student teaching. This requirement is divided up among three courses in the major program. EDS 224 has a 20 hour field experience, EDS 360 has a 30 hour field experience and EDS 432-EDS 436 (choose the appropriate course) hosts the final 50 hours. The field experience builds from participatory observation to tutoring or working with small groups to teaching a lesson and then teaching lessons from a learning segment designed by the candidate in the EDS 432-EDS 436 course.

Academic Concentration

Candidates choose from the following areas of certification: Biology, Chemistry, Physics, Mathematics, English, Social Studies, Spanish, French, or German. Required courses in these content areas are listed below:

Adolescence Biology Concentration

BIO 111
111L
Introductory Biology I
and Introductory Biology Laboratory I
4
BIO 112
112L
Introductory Biology II
and Introductory Biology Laboratory II
4
BIO 211
211L
Biochemistry and Cell Biology I
and Biochemistry and Cell Biology Lab I
4
BIO 212
212L
Biochemistry and Cell Biology II
and Biochemistry and Cell Biology Lab II
4
BIO 408Biotechnology, Theory in Practice3-4
or BIO 450 Molecular Biology
BIO 404Genetics3
Choose one of the following ecology courses3-4
Field Ecology
Community Ecology
Freshwater Biology
Choose one of the following microbiology or physiology courses4
Environmental and Pathogenic Microbiology
and Environmental and Pathogenic Microbiology Lab
Microbiology
and Microbiology Laboratory
Physiology
and Physiology Laboratory
MAT 111Calculus I4
MAT 131Statistics for Social Sciences3
CHM 111
111L
General Chemistry I
and General Chemistry I Laboratory
4
PHY 201
201L
College Physics I
and College Physics I Laboratory
4

To Add Chemistry Certification to the Biology Certification, please add:

CHM 112
112L
General Chemistry II
and General Chemistry II Laboratory
4
CHM 227
227L
Organic Chemistry I
and Organic Chemistry I Laboratory
4
BCH 301
301L
Introduction to Biochemistry
and Introduction to Biochemistry Laboratory
4
CHM 301Classical Physical Chemistry3
CHM 381Scientific Literature and Communication1

Adolescence Chemistry Concentration

CHM 111
111L
General Chemistry I
and General Chemistry I Laboratory
4
CHM 112
112L
General Chemistry II
and General Chemistry II Laboratory
4
CHM 227
227L
Organic Chemistry I
and Organic Chemistry I Laboratory
4
CHM 230
230L
Analytical Chemistry
and Analytical Chemistry Laboratory
4
CHM 301
301L
Classical Physical Chemistry
and Classical Physical Chemistry Laboratory
4
CHM 244Inorganic Chemistry3
One chemistry elective with lab4
CHM 381Scientific Literature and Communication1
PHY 201
201L
College Physics I
and College Physics I Laboratory
4
PHY 202
202L
College Physics II
and College Physics II Laboratory
4
BIO 111
111L
Introductory Biology I
and Introductory Biology Laboratory I
4
BIO 112
112L
Introductory Biology II
and Introductory Biology Laboratory II
4
BCH 301
301L
Introduction to Biochemistry
and Introduction to Biochemistry Laboratory
4
MAT 111Calculus I4
MAT 112Calculus II4

Adolescence Mathematics Concentration

MAT 111Calculus I4
MAT 112Calculus II4
MAT 211Calculus III4
MAT 219Linear Algebra4
MAT 222Differential Equations3
MAT 230Logic, Set Theory, and Proofs4
MAT 301History of Mathematics3
MAT 311Abstract Algebra4
One Computer Science course3
One Math elective3
MAT 331Geometry3
MAT 351Probability & Statistics I3

Please note that students pursuing the Mathematics Concentration are strongly encouraged to complete a dual major with Adolescence Education and Mathematics and Statistics. To complete the dual major, students must add MAT 321; the series of MAT 380, MAT 381, and MAT 480; and one of the following: MAT 312, MAT 322, or MAT 352.

Adolescence English Concentration

ENG 299Introduction to English Studies3
One course in Women's Literature3
One course in Multicultural Literature3
One course in Global Literature3
One course in Writing (300 level or Creative Writing)3
ENG 322Shakespeare I3
or ENG 323 Shakespeare II
One Pre-1800 British Literature course3
One Post-1900 American Literature Course3
One Pre-1900 American Literature course3
EDS 370Teaching Young Adolescent Literature3
EDU 410Teaching Writing in the Schools3
Total Credits33

Adolescence Social Studies Concentration

HIS 107History of Modern Europe to 1815 (European History)3
or HIS 212 Men and Ideas in History
HIS 108History of Modern Europe since 1815 (European History)3
or HIS 211 Women In The Western World
HIS 123
HIS 124
History of the United States: The Colonial Period to Reconstruction
and History of the United States: 1877 to the Present (American History)
6
HIS 300Historical Geography (World History)3
ECO 101
ECO 102
Principles of Macroeconomics
and Principles of Microeconomics (Economics)
6
PSC 103The American Constitution (Political Science)3
or PSC 104 American Political Process
PSC 140International Relations (Political Science)3
or PSC 150 Comparative Government and Politics
One Culture Class (see department for current list of courses that fulfill this requirement)3

Please note that students pursuing the Social Studies Concentration are strongly encouraged to complete a dual major with Adolescence Education and History. To complete the dual major, students must add the following courses: HIS 382; one of HIS 211, HIS 213, or HIS 230; one of HIS 110, HIS 131, or HIS 132; and one elective at the 300-level.

Adolescence Spanish Concentration

SPA 215Intermediate Spanish 13
SPA 217Introduction to Spanish Composition 13
SPA 323Topics in Conversation I: Peninsular Culture and Conversation3
SPA 324Topics in Conversation II: Latin American Culture and Civilization3
SPA 332Advanced Spanish Composition3
Seven Spanish electives21
1

Students who begin study at the 300-level will have the 200-level courses waived, and thus will only need 10 courses for the concentration.

Adolescence French Concentration

FRC 215Intermediate French 13
FRC 217Intermediate French II 13
FRC 323Topics in Conversation I3
FRC 324French Composition through Literature3
FRC 332Substance and Style: Effective Writing in French3
Seven French electives21
1

Students who begin study at the 300-level will have the 200-level courses waived, and thus will only need 10 courses for the concentration.

Adolescence German Concentration

GER 215Intermediate German I 13
GER 216Intermediate German II 13
GER 323Topics in Conversation I3
GER 324Topics in Conversation II3
GER 331Substance and Style: Effective Writing in German I3
GER 332Substance and Style: Effective Writing in German II3
Six German Electives18
1

Students who begin study at the 300-level will have the 200-level courses waived, and thus will only need 10 courses for the concentration.

LEARNING GOALS AND OBJECTIVES

Learning Goal 1 (KNOWLEDGE – Observed in Writing)
Candidates in the Teacher Education programs will demonstrate content knowledge, pedagogical, and professional knowledge necessary for successful performance in their field.

Teacher candidates will:

  • Acquire knowledge of each student, and demonstrate knowledge of student development and learning to promote achievement for all students.
  • Know the content they are responsible for teaching, and the pedagogical content knowledge to plan instruction that ensures growth and achievement for all students.

Learning Goal 2 (KNOWLEDGE – Observed Skills and Dispositions)
Candidates in the Teacher Education programs will demonstrate professional skills and dispositions necessary for successful performance in their field.

Teacher candidates will:

  • Demonstrate professional dispositions and implement instruction that engages and challenges all students to meet or exceed the learning standards.

Learning Goal 3 (SERVICE)
Candidates in the Teacher Education programs will demonstrate willingness to use their skills to benefit and serve society. Within the contexts of their work, candidates promote authentic learning, social and emotional development, and a commitment to social justice in environments that foster respect for diversity and the dignity of all.

Teacher candidates will:

  • Work with all students to create a dynamic learning environment that supports achievement and growth.
  • Use multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction for diverse learners.

Learning Goal 4 (PROFESSIONALISM)
Candidates will demonstrate self-reflection as a habit of mind, continuously assessing and refining their professional practice as they construct a rich repertoire of research-based knowledge, skills, and attitudes for effective performance ensuring that all students and/or clients have optimal opportunities to learn and grow.

Teacher candidates will:

  • Set informed goals and strive for continuous professional growth.

Learning Goal 5 (LEADERSHIP)
Candidates will become adept at applying their acquired knowledge in the process of evaluating their own professional performance and decision-making with respect to its impact on students and/or clients, organizations, and the wider community.

Teacher candidates will:

  • Demonstrate professional responsibility and engage relevant stakeholders to maximize impact on student growth, development, and learning.