Dual Degree - BA or BS in Content Area and Students with Disabilities Generalist 7-12 (MSEd)

Department Co-Chairs: Kelly A. Harper, PhD and Marya Grande, PhD

Canisius College is now offering dual bachelor's and master's degrees for content area majors who wish to become teachers.  Content areas include Biology, Chemistry, English, Mathematics, and History.  Students in this program are advised as undergraduates to add certain education courses as electives so they are prepared for both Adolescence Education 7-12 certification in their content area and Adolescence 7-12 Teaching Students with Disabilities Generalist certification.

These programs were created because there is a growing shortage of teachers in Adolescence Teaching Students with Disabilities.  Candidates completing this program will earn a BA/BS in their content area and a MSEd, and will be certified to teach in mainstream and special education classrooms.

Grade Requirements

Graduate students enrolled in initial certification programs must achieve a C or above in all prerequisite coursework and a B- or above in all graduate program coursework. Failure to meet these requirements will require repeating the course &/or completing additional coursework.

Licensure Disclosure

Canisius College cannot determine whether completion of this program would be sufficient to meet licensure requirements outside of New York State for the intended occupation. We advise you to contact your state licensing board or appropriate licensing entity to determine whether the program meets requirements for Professional Licensure in the state where you are located or the state in which you intend to pursue licensure. Please contact the associate dean of your school if you have further questions.

Curriculum

The dual degree programs offer a BA/BS in the content area as well as a MSEd in Adolescence 7-12 Teaching Students with Disabilities Generalist. This dual degree program also leads to Initial Adolescence certification in the content area as well as Initial certification in Adolescence 7-12 SWD Generalist.  Since the program leads to two teaching certificates, candidates must meet the content requirements for both certificates over the course of the five years.  In some instances, New York State has additional requirements for certification, for example, all candidates certified to teach Students with Disabilities need two math courses.  These are identified as appropriate.

Undergraduate Requirements

An Ignatian Foundation

All undergraduate students must complete either the Canisius Core Curriculum or the All-College Honors Curriculum. Many schools refer to their college-wide undergraduate requirements as "general education" requirements. We believe that the core curriculum and the honors curriculum are more than a series of required classes; they provide the basis for a Jesuit education both with content and with required knowledge and skills attributes that are central to our mission.

Content Areas

BIOLOGY

The Biology major meets the biology content requirement for certification in Adolescence 7-12 Biology.  Candidates also need to take 3 credit hours in a LOTE (Language other than English) and 3 additional credits in History. 

CHEMISTRY

The Chemistry major meets many of the state certification requirements in Chemistry.  Candidates also need to take 3 credit hours in a LOTE (Language other than English) and 3 additional credits in History.

ENGLISH

The English major meets the English content requirements for certification in Adolescence 7-12 English.  Candidates also need to take 3 credit hours in a LOTE (Language other than English) and 3 additional credits in Math, Science, and History.

MATHEMATICS

The Mathematics & Statistics major meets the Mathematics content requirements for certification in Adolescence 7-12 Mathematics.  Candidates also need to take 3 credit hours in a LOTE (Language other than English) and 3 additional credits in History.

SOCIAL STUDIES (HISTORY)

The History major meets many of the state certification requirements in Social Studies. In addition, Social Studies candidates need to take a course in geography, cultural studies, political science or government, and economics. It may be possible to find a history course that also includes content in one of these areas. Candidates also need to take 3 credit hours in a LOTE (Language other than English) and 3 additional credits in Math and Science.

Education Course List:

The education curriculum is provided below. Notice that several foundation courses are taken at the undergraduate level intermingled with other undergraduate requirements.  The graduate courses begin at the 500 level and continue until completion.  These dual degree programs can be completed in as little as 5 years if some summer coursework is included.

The education curriculum is provided below for the MSEd portion of the dual degree programs. Notice that several foundation courses are taken at the undergraduate level intermingled with other undergraduate requirements.  The graduate courses begin at the 500 level and continue until completion. 

EDS 101Human Growth and Social Development: Adolescence3
EDS 223Foundations of Adolescent Literacy3
SPE 341Inclusive Strategies3
EDS 360Evaluation and Teaching Strategies3
EDU 250Foundations of Education3
Please select one of the following:3
Methods of Teaching Social Studies: Adolescence
Methods of Teaching English: Adolescence
Methods of Teaching Mathematics: Adolescence
Methods of Teaching Science: Adolescence
SPE 640Learning and Behavioral Disabilities (LBD); Etiology and Research Based Interventions3
SPE 652Functional Curriculum for Students with Severe Disabilities and ASD3
or SPE 311 Nature/Needs of Childhood Students with Intellectual Disabilities & Autism Spectrum Disorders
SPE 650Intellectual Disabilities and Autism Spectrum Disorders: Etiology & Educational Needs3
SPE 649Transition Issues for Adolescents with Disabilities3
SPE 580Classroom Management3
SPE 631Reading and Writing Process for Students with Learning and Behavioral Disorders3
EDU 615Research Methods3
SPE 644Collaborative Practices on a Transdisciplinary Team3
EDU 556Assessment for Diverse Learners3
or EDU 356 Assessment for Diverse Learners
SPE 698Seminar in Teaching and Assessment3
SPE 693Student Teaching9
SPE 697Student Teaching Seminar0
EDU 595Child Abuse Workshop0
EDU 596Prevention of School Violence Workshop 0
EDU 597Dignity for All Students Workshop0
Total Credits57

Learning Goals & 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.