Social Science Education (BA)
Hours — 58-76 Credit Hours
Effective Aug. 2015
Last Revision 7/07/2022
Holokai Category: Arts & Humanities and Professional Studies
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Program Requirements
Social Science Content — 35 Credits
| Course Number | Title | Semesters Offered | Credit Hours | Prerequisites |
|---|---|---|---|---|
| HIST 120 | American History to 1865 | F | 3.0 | |
| HIST 121 | American History Since 1865 | W | 3.0 | |
| HIST 200 | The Historian’s Craft | F | 3.0 | |
| HIST 201 | History of Civilization to 1500 | F, W, S | 3.0 | |
| HIST 202 | History of Civilization Since 1500 | F, W, S | 3.0 | |
| ANTH 105 | Introduction to Cultural Anthropology | F, W, S | 3.0 | |
| ECON 200 or | Principles of Microeconomics | F, W, S | 3.0 | MATH 107 for non-ACCT majors and ACCT 186 for ACCT majors |
| ECON 201 | Principles of Macroeconomics | F, W, S | 3.0 | ECON 200 |
| GEOG 101 | Introductory Geography | W | 3.0 | |
| POSC 110 | The U.S. Political System | W, S | 3.0 |
Content Electives — 8 Credits
HIST 250-400 Level Classes
ANTH, ECON, GEOG, HWST, POSC, PSYC 300-400 Level Classes
Education — 23-41 Credits
Recommended Elective:
| Course Number | Title | Semesters Offered | Credit Hours | Prerequisite |
|---|---|---|---|---|
| HWST 101 | Introduction to Hawaiian Studies | F, W, S | 3.0 | Required for U.S. Teacher License |
| EDU 340 | Multiculturalism & Culturally Responsive Teaching Through Sheltered Instruction | F, W | 2.0 | Recommended for International Teacher License |
| ELED 380 | Social Studies Methods/Multicultural Education and Constitution for Elementary Teachers | F, W | 3.0 | Pre or corequisite EDU 312 |
| Course Number | Title | Semesters Offered | Credit Hours | Prerequisites |
|---|---|---|---|---|
| SPED 300 | Education of Exceptional Students | F, W, S | 3.0 | EDU 200 |
| EDU 305 | Computer and Technology Assisted Instruction | F, W, S | 2.0 | EDU 212 for education majors only or TESOL 240 for TESOL majors/certs only |
| EDU 312 | Effective Pedagogy | F, W, S | 3.0 | EDU 212 |
| EDU 385 | Education Assessment in the Classroom | F, W, S | 3.0 | EDU 312 |
| SCED 350 | General Methods for Secondary Teachers | F, W | 2.0 | EDU 312, corequisite SCED 491 |
| SCED 401 | A Multicultural Approach to Reading in the Content Area | F, W | 3.0 | EDU 312, corequisite SCED 491 (except for non-certification track) |
| SCED 430 | Classroom Management in Secondary Contexts | F, W | 2.0 | EDU 312, corequisite SCED 491 (except for non-certification track) |
| SCED 491 | Observation and Practicum | F, W | 3.0 | EDU 312, corequisite SCED 401, SCED 430, and formal admission to TE |
| SCED 492 | Student Teaching | F, W | 12.0 | Successful completion of all preliminary courses including SCED 491 |
Additional Program Requirements
Application to the Teacher Education Program must take place before professional year courses may be taken.
Application Deadlines
- February 15 for those beginning professional year courses in fall semester.
- May 15 for those beginning professional year courses in winter semester.
No grade below “C-” accepted.
All courses in the Education major can be retaken one time to improve a grade lower than C-.
If the second attempt is lower than a C-, the student will be removed from the major.
Program Learning Outcomes
Upon completing a major in secondary education, students can demonstrate an understanding of these outcomes:
- Learner Development - The teacher candidate designs and implements developmentally appropriate and challenging learning experiences.
- Learning Differences - The teacher candidate creates inclusive learning environments that enable each learner to meet high standards.
- Learning Environments - The teacher candidate works with others to create environments that support individual and collaborative learning and that encourage positive social interaction, active engagement in learning, and self-motivation.
- Content Knowledge - The teacher candidate understands the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
- Application of Content - The teacher candidate uses differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
- Assessment - The teacher candidate uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
- Planning for Instruction - The teacher candidate plans instruction that supports every student in meeting rigorous learning goals.
- Instructional Strategies - The teacher candidate uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
- Professional Learning and Ethical Practice - The teacher candidate uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
- Leadership and Collaboration - The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, and to collaborate with learners, families, colleagues, other school professionals.
Admission to All Programs
Admission to the secondary education degree requires a valid MAP that satisfies university graduation criteria. Admission to the teaching track requires letters of recommendation, completed application packet, and a formal interview. Please see the chair/academic advisor for further details.
The Discipline
All courses offered in the secondary education teacher education program are designed to meet the performance standards established by the Hawaii Teacher Standards Board (HTSB) and to provide a classroom-oriented knowledge base in a subject content area. Field experiences are attached to most academic professional classes in the Teacher Education Program, with the capstone experience being student teaching for students working to teach in grades seven through 12 in public or private schools.
The program provides the opportunity for prospective teachers to learn about the culture of the secondary school, develop a solid foundation in basic principles of teaching and learning that originate in educational theory and research, and become proficient in systematically applying those basic principles in practical U.S. and international settings.
Career Opportunities
The Secondary Education Program prepares students for a career teaching students in grades seven to twelve. Individuals may also pursue other career opportunities in education such as counselors, curriculum specialists, and administrators.