Secondary Education
The secondary education major prepares teachers with the insight and practical experience to positively impact middle and high school students and their schools.
This major prepares students to meet licensing requirements in the state of Indiana. Students seeking secondary teaching licensure declare a complementary major in secondary education and an academic major in another department. They must declare their secondary education complementary major with the registrar prior to applying to the teacher education program. At that point, the secondary education student is assigned a teacher education advisor to help them plan their academic career.
Teacher candidates may also add a content area in special education (mild needs) by pursuing a special education minor.
Completion of the degree requirements with a major in secondary education leads to the bachelor of arts or bachelor of science degree, depending on the teaching major.
Students at Valpo must complete the general-education requirements for the B.A. or the general-education requirements for the B.S. These University-wide programs strengthen communication and critical thinking skills while introducing global cultures and traditions.
Education Requirements |
44 Cr. |
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| ED 206 | School and Society | 3 credits | ||
| ED 210 | Communication for Engagement, Instruction, and Classroom Management | 3 credits | ||
| ED 304 | Educational Psychology | 3 credits | ||
| ED 350 | Seminar: Inquiry Through Case Study | 0 credits | ||
| ED 357 | Designing Curriculum, Assessment and Learning Plans | 3 credits | ||
| ED 360 | Literacies Across the Content Areas | 3 credits | ||
| ED 367 | Introduction to English Language Learning | 3 credits | ||
| ED 451 | Seminar: Efficacy in Professional Practice | 1 credit | ||
| ED 452 | Seminar: Undergraduate Research | 1 credit | ||
| ED 470 | Diversity, Equity, and Education | 3 credits | ||
| SPED 440 | Learning Exceptionalities | 3 credits | ||
| SPED 443 | Teaching Reading to Students with Disabilities: Secondary | 3 credits | ||
| One course from the following options*: | ||||
| ED 381 | Methods of Teaching English in Secondary Schools | 3 credits | ||
| ED 382 | Methods of Teaching Mathematics in Secondary Schools | 3 credits | ||
| ED 383 | Methods of Teaching Social Studies in Secondary Schools | 3 credits | ||
| ED 384 | Methods of Teaching Science in Secondary Schools | 3 credits | ||
| ED 386 | Educational Art: Methods and Materials Workshop | 3 credits | ||
| ED 387 | Methods of Teaching Foreign Language in Secondary Schools | 3 credits | ||
| ED 388 | Methods of Teaching Art in Secondary Schools | 3 credits | ||
| KIN 489 | Methods of Teaching Secondary Physical Education | 3 credits | ||
| MUS 489 | School Music II | 3 credits | ||
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One course from the following options:
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12 credits | |||
| Content Area Major A content area major is required of all high school teacher candidates. A content area major for teachers may have requirements beyond those of majors not preparing to teach. Students seeking to teach in a high school must major in one of the content areas listed in the course catalog and approved for licensure. *Art Education majors must take ED 386 and ED 388 |
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| TOTAL | 44 credits | |||
Secondary education students will organize their four-year plans with the help of the department’s dedicated advisor.
Together, students and their advisor will create a plan of study based on the department’s block and checkpoint systems. The block system is comprised of groups of education courses taken in a sequence and organized around central theories and learning outcomes. In addition to coursework, students also work toward progressing through the checkpoint system. The checkpoint system encompasses requirements necessary for licensure.
Secondary education students who would like to attend a study abroad semester should plan their course of study in close collaboration with the education department advisor from the beginning of their first semester at Valparaiso University.
Courses offered by Valparaiso University’s education department integrate theory and practice to deeply understand three interrelated components of effective and equitable education — learners and learning, curriculum and assessment, and the vocation and practice of teaching.