The Dual Degree Dual Certification program is a 5-year program that leads to teacher certification in English as a Second Language (grades P-12), teacher certification in Teacher of Students with Disabilities, a baccalaureate degree and a master’s degree. Interested students must apply to and be admitted to the Teacher Education Program as an undergraduate. Students must successfully complete the undergraduate portion of the program in order to be admitted to the Graduate School and complete the one-year master’s portion of the program.
Please visit the Teacher Education Program website for the required undergraduate professional sequence of courses, overall course outline, and other important Program requirements, guidelines, and procedures. Students also are strongly advised to review the Teacher Education Program Handbook.
120 credits of coursework is required for the baccalaureate degree with a minimum 3.0 overall GPA. Major GPA requirements differ depending on field of study. Consult the Teacher Education Handbook for more information.
Requirements for the graduate portion of this dual degree program can be found here.
|LNGN 210||Introduction to General Linguistics||3|
|LNGN 220||Structure of American English||3|
|LNGN 230||Language in Society||3|
|LNGN 245||Language and Culture||3|
|or LNGN 302||Pragmatics|
|Major Elective Courses|
|Select four of the following:||12|
|Language of Food|
|Language of Propaganda|
|History of the English Language|
or LNGN 302
|Principles of Second Language Learning|
|Language and the Mind|
|Special Topics in Linguistics 1|
|Independent Study 1|
May be used with written department approval.
The course not used in the Required Courses section may be used as an elective.
This course will also count toward the MAT portion of this program.
Teacher Ed Program Requirements (P-12, Bachelors/MAT)
|Teacher Ed Pre-Requisites|
|EDFD 200||Psychological Foundations of Education||3|
|or PSYC 200||Educational Psychology|
|or FSHD 216||Adolescent Development|
|SASE 210||Public Purposes of Education: Democracy and Schooling||3|
|Undergraduate Professional Sequence I|
|SASE 320||Curriculum Design for Inclusive Classrooms||3|
|SASE 321||Assessment Practices for Inclusive Classrooms||3|
|SPED 279||Foundation and Philosophy of Inclusive Education||3|
|Undergraduate Professional Sequence II|
|SASE 322||Language and Learning in Content Area Teaching||3|
|SPED 469||Inclusive Methods for Middle and Secondary Schools||3|
|Undergraduate Professional Sequence III|
|SPED 483||Advanced Inclusive Methods for Middle and Secondary Schools||3|
|SPED 488||Promoting Prosocial Behaviors in Inclusive Settings||3|
|SPED 566||Creating Curricular Access for Adolescents with Disabilities 1||3|
|SPED 586||Educational Planning for Adolescents with Disabilities 1||3|
|SPED 690||Action Research in Inclusive Settings 1||3|
Courses will also count toward graduate portion of this program.