TRADITIONAL UNDERGRADUATE EDUCATION MAJORS
For traditional undergraduate students, typically 18-22
Secondary Education including:
- Biology Education
- English Language Arts Education
- History/Government and Social Studies Education
- Mathematics Education
- Middle Level Mathematics Education
- Middle Level Science Education
- Music Education
- Physical Education
- Speech/Theatre Education
AREAS OF EMPHASIS
Education majors may opt to enroll in additional courses in order to earn an area of emphasis distinction on their transcript or to add an endorsement to their future teaching license. In order to add an endorsement, the appropriate PRAXIS content test must be passed. For such areas of study, the coursework listed below provides a core of understanding that should be sufficient for passing the appropriate PRAXIS content exam.
Areas of Emphasis include:
- Middle Level Social Studies
- Middle Level English Language Arts
- Middle Level Mathematics
- Business Education
- Health Education
- Speech/Theatre Education
- Teacher Leader
Masters Bridge Programs
Ready to differentiate yourself or launch into a specialty education area?
We offer an education bridge program that does just that. Qualified students can take up to three graduate level courses as an undergraduate student that can yield a provisional SPED license with Kansas Department of Education.
Admission to the Bridge program requirements include:
- admission to the MNU Teacher Education Program
- the candidate must be of Junior classification and
- have at least a 2.75 cumulative GPA.
Adaptive Special Education Bridge Program
After completing our bridge program, the State of Kansas then allows the teacher two years to complete the master’s degree in High Incidence special education or ELL to obtain the full license. The benefit: because of the shortage of special education teacher in Kansas, many special education teachers are hired with NO special education courses or experience. Students who take these 3 courses must find a special education teaching position first then apply for provisional licensure. Once hired, these teachers must enroll in a degree program that leads to licensure. Having these courses allows MNU students to 1) position themselves in front of many candidates for special education jobs 2) already have 9 graduate hours towards their master’s degree in special education.
A Comprehensive Education
At MNU, you can continue your teacher education throughout your career with Masters, Certificate and Continuing Education options.
For career changers or teacher licensure
MASTERS DEGREE PROGRAMS
Master of Education with emphasis in:
CERTIFICATE & CONTINUING EDUCATION PROGRAMS
Our department integrates our approach to professional education programs based on a set of unifying goals designed to develop knowledge, skills, and dispositions needed for teaching. The unifying goals are the building blocks upon which candidates develop skills that will enable them to provide appropriate instruction for all students. The Teacher Education Department within the School of Education has identified the following goals for teacher candidates, in-service candidates, and other school professionals:
Effective and Professional Communication
Goal 1: Teacher candidates demonstrate competence in oral and written communication with students and colleagues and engage in synthetic and critical thinking.
- Understand that reflective thinking and self-evaluation through verbal and written techniques provide opportunities for active engagement in learning.
- Understand the role of information literacy skills in developing next-generation learners.
- Understand the process of argumentation.
- Use effective communication skills to collaborate with colleagues, parents and students.
- Facilitate reflective thinking and self-evaluation through verbal and written techniques that provide opportunities for active engagement in learning.
- Infuse information literacy skills when providing opportunities for learning.
- Employ and facilitate the process of argumentation.
- Consult with colleagues and parents to develop cooperative support for students' learning and well-being.
- Demonstrate sensitivity to students and seek outside help when appropriate.
- Demonstrate positive collaboration through community service.
Curriculum and Instructional Competence
Goal 2: Teacher candidates demonstrate research-based strategies to develop and deliver effective curriculum, instruction, and assessment of all students while engaging in reflective, critical analyses of effective teaching.
- Understand the relationship between standards, curriculum, and assessment.
- Know the state accreditation process and how it relates to school improvement, curriculum, and assessment.
- Understand theories of learning, a variety of appropriate instructional strategies and understand effective instruction for all students.
- Understand technology can be used to engage students, support and enhance curriculum, and aide professional productivity.
- Design curriculum based on a growth mind set integrated with the principals of differentiation and brain research.
- Design curriculum based on standards that build on previous knowledge, is sensitive to developmental needs, and uses a variety of appropriate instructional strategies and technology resources to promote synthetic thinking, critical thinking, problem solving, digital learning, and literacy.
- Identify and assess appropriate student outcomes and performances and create learning experiences that meet the needs of all students.
- Design instruction that is appropriate to stages of social-emotional and intellectual development, strengths, and needs.
- Facilitate self-evaluation and reflective thinking to provide opportunities for active engagement in learning.
- Use technology to enhance professional development and learning, and facilitate professional productivity.
- Provide a tolerant learning environment that encourages students to understand, question, and interpret ideas from diverse perspectives through curriculum development, adaptation, and assessment.
- Welcome cooperation and student involvement in educational planning.
- Share the vision of the school and actively work with others to accomplish curriculum and school goals.
Leadership and Service
Goal 3: Teacher candidates demonstrate a commitment to serve and lead in a Christian manner through their interactions with diverse populations of students, colleagues, and communities.
- Possess knowledge and recognize the importance of servant leadership in learning communities.
- Experience available opportunities for service and leadership.
- Understand the role of servant leadership in student advocacy and mentorship.
- Initiate opportunities to serve in diverse learning communities.
- Demonstrate the ability to lead within a learning community.
- Demonstrate the ability to integrate faith and learning within service and leadership opportunities with integrity.
- Model the value of Christian leadership and servant leadership.
- Promote opportunities of service in diverse learning communities.
- Maintain the highest professional standards of ethical behavior.
Diversity Competence (know-how)
Goal 4: Facilitate their intellectual and personal growth.
- Understand and recognize differences in students who represent diversity (ethnic, racial, religious, sex, language, and exceptionalities).
- Understand culturally responsive teaching, and appropriate services and resources necessary to meet diverse learning needs.
- Understand diverse learners in relation to students with exceptionalities.
- Make appropriate adaptations (including technology resources) in instruction to meet the needs of all students.
- Collaborate effectively with members of the learning community to use appropriate services and resources that meet the needs of all students.
- Utilize differentiated methodologies and culturally responsive teaching to reach student learning outcomes.
- Make appropriate accommodations and modifications based on IEP/section 504 plans to meet learning goals and objectives for students with exceptionalities.
- Encourage all students to understand, question, and interpret ideas from diverse perspectives through curriculum development, adaptation, and assessment.
- Provide a caring, learning environment that is culturally sensitive and recognizes diversity.
- Develop empathy and extend comfort level as it relates to students with exceptionalities.
Standards Based Content Expertise
Goal 5: Teacher candidates demonstrate they are effective teachers, school counselors, and other school professionals by meeting the appropriate content standards.
- Possess content knowledge and recognizes the importance of integrated and media literacy.
- Know how to integrate content knowledge, technology, and pedagogy to facilitate student learning in relevant ways.
- Understand the structure of knowledge and organizing concepts in the content field.
- Devise appropriate learning activities (including technology) that engage students in uncovering the understanding of the content areas.
- Integrate literacy and thinking skills across and between content fields to enhance student learning.
- Value and promote education, life-long learning, reading and writing.
- Model the value of life-long education through enthusiasm, curiosity, questioning, and reflection
Senior Comprehensive Examination
The comprehensive examination is meant to assess the student's mastery of basic content areas of the curriculum. A comprehensive examination (ETS Praxis II) is required to be passed by all senior elementary education majors before graduation. The examination is administered through Education Testing Services (ETS). Further details regarding the elementary education senior comprehensive are available from the MNU Licensure and Assessment Coordinator of the Teacher Education Department. Secondary Education comprehensive examination information may be found in the respective content area.