Be prepared to enter a
21st-century middle school classroom.
At Southwest Baptist
University, middle school education majors are prepared with the foundations
of teaching middle school students through classroom instruction, technology
integration, and multiple classroom field experiences.
The SBU Advantage
Our caring, close-knit supportive learning environment
provides plenty of interaction, both in and out of the classroom.
Faculty are certified teachers experience in the classroom.
Classroom field experiences begin during the sophomore year.
faculty’s commitment to networking will help you with job placement.
A large percentage of our recent graduating classes of teachers are
already using their degree professionally. Many others have chosen to attend
Engaged Learning in the Classroom
education classrooms are equipped with the same technology that is utilized
in many public school classrooms, and our faculty utilize hands-on teaching
methods and projects to teach our future teachers.
Middle School Education Certification for grades 5-9 is available in a
Bachelor of Arts or Bachelor of Science degree. Education coursework begins
during the sophomore year with classes such as Foundations of Education,
Educational Psychology, Foundations of Middle School, Teaching Reading in
Middle School, and Technology for Educators, in addition to the first field
experience in an area middle school classroom. The junior year curriculum
focuses on how to teach specific content areas, along with another field
experience. Senior-level classes focus on preparing the student for the full
semester student teaching experience.
Middle School Education majors
must complete prescribed course work in middle school education in order to
receive initial certification. This includes University general education
requirements and a minimum of 21 semester hours in two areas of
concentration: Language Arts, Mathematics, Science, Social Science, Spanish
(K-9) or Speech.
SBU has a
chapter of Student Missouri State Teachers Association, the pre-professional
organization for education majors on Missouri college and university
campuses that provides opportunities for personal and professional growth
and development of leadership skills.
Classroom field experiences begin during a student’s sophomore year and
continue throughout the program, culminating with a full semester student
teaching experience during the senior year. Field experiences provide
students with a variety of experiences to help the student decide what is
the best fit. During the student teaching experience, the student will work
directly with a cooperating teacher at the school, as well as an SBU faculty
member who will supervise the student’s experience.
SBU middle school education graduates receive initial
teaching certification in the State of Missouri in their choice of two of
the following content areas:
Language Arts (5-9)
Social Science (5-9)
Spanish (K-9) (Second Area of
Certification; must be paired with one of the first four areas)
(5-9) (Second Area of Certification; must be paired with one of the first
Other areas of certification available within the
Department of Education include:
Elementary School Certification (1-6),
with the option of including one of these areas of concentration: Early
childhood (Birth-grade 3), K-9 Art, K-9 Health, K-9 Physical Education, and
Certification in Content Areas, grades 9-12 or K-12.
Students who want to pursue a graduate-level
degree in education can return to SBU, which offers a variety of options for
master’s and specialist’s degrees, as well as a doctoral degree in
As part of a Christian
university, we integrate the Christian faith into classroom instruction
within the Department of Education. Scriptural truths are brought into the
classroom for supporting educational truth and theoretical truth.
Area school district leaders seek out SBU graduates because they are
well-prepared to teach in the classroom and be servant leaders in the
We offer 26 certifications in a wide range of
Middle School Education majors must complete prescribed course work in
middle school education in order to receive initial certification. This
includes University general education requirements, middle school core
curriculum, and a minimum of 21 semester hours in two of the areas of
concentration listed below.
The course presents major issues of schooling and education
basic to professional preparation. Areas included are philosophy,
history of American education, administration, governance, finance,
legal aspects, social issues, use of technology in instruction, and
current topics in the field.
A focus on the historical and philosophical foundations of the
traditional junior high and subsequent middle school movement. This
course will provide an examination of middle level practices and
organizational components, with an emphasis on connection of these
practices with research that is both supportive of their
implementation and based on the needs of young adolescents.
An examination of current and past principles of classroom
management will be examined in light of biblical, theoretical, and
philosophical assumptions concerning humankind. Modern theories of
discipline will be evaluated as to effectiveness and will be
contrasted with historical views of schooling and education. It is
intended that teacher candidates will be challenged to contemplate
methods of instructing and modeling behavior (proactively) instead
of simply responding (reactively) to inappropriate student actions.
Wisdom and virtue, the cornerstones of any education, will be
discussed as goals versus simply controlling and conforming
This course offers an in-depth study of curriculum development
and instructional strategies targeting the young adolescent. As a
result of this course, teacher candidates will develop pedagogical
practices that meet the vast physical, emotional, social,
intellectual and affective developmental needs of young adolescents.
Middle school majors must take Field Experience Level 2 (EDU 3331)
Develops teachers who are able to apply technology skills and
strategies in a variety of personal and professional functions
including the development of an electronic portfolio, to effectively
use media to maximize student learning, and to use a wide variety of
media and technological systems in teaching and evaluation of
student learning. Because the student teaching portfolio is
developed in this class, this course is designed for elementary
education majors in their sophomore year and for middle and
secondary education teacher candidates during their junior or senior
years before student teaching.
This course is designed to stress the teacher's role in the
writing process and introduce writing activities that may be
implemented in the classroom for different areas of the curriculum.
A variety of instructional approaches to teaching middle school
students to write will be addressed. The course will focus on
writing as process and product.
This course is designed as a seminar/discussion section to
accompany the student teaching clinical experiences of EDU 4929,
4939, 4949 and 4959. Students will refine their skills as reflective
practitioners through a variety of experiences that focus on
contemporary problems and issues in the field of education.
Study of the principles of assessment from organizing the
classroom as a social setting, to planning and conducting
instruction based on sound objectives, to the formal assessment of
student learning, to grading students and finally to interpreting
standardized tests and statewide assessments.
Mentally, emotionally and physically exceptional children are
studied. Diagnosis and methods of teaching gifted, mentally
retarded, visual and sound-impaired, learning disabled and
physically handicapped children and children with communication and
behavior problems are included.
This course presents sets, set notation, and symbolic logic in
order to describe and define number properties and operations. It
includes an axiomatic development of the system of whole numbers.
The course investigates the concepts of addition, subtraction,
multiplication, and division algorithms for whole numbers, integers,
and rational numbers, using manipulatives. This leads to the
development of algorithms. Open only to students preparing to teach
in the elementary or middle school.
This course extends the concepts of number theory to algebraic
reasoning. Concepts of probability and statistics are explored.
Analytic, synthetic, and transformation geometry are investigated.
Open only to students preparing to teach in the elementary or middle
This course studies graphs, functions, plane analytical
geometry, limits, continuity, derivatives, velocity-acceleration,
rates of change, maxima and minima, differentials, the Mean Value
Theorems for integrals and derivatives, antiderivatives, definite
integrals, area, and methods of finding volumes.
This course will enable students seeking certification in middle
or secondary school teaching to analyze mathematics curriculum from
an integrated approach. The course will strengthen the students'
level of mathematical knowledge, while broadening their structure of
this knowledge in a way that is necessary for teachers. The course
is recommended for students seeking certification in middle school
or secondary school mathematics teaching. All students taking this
course will be teaching a component of the course and will be
evaluated on their teaching.
What is math technology? How has it and how should it affect how
and what we teach in Mathematics? How will it affect your future -
be it mathematics, physical science, social science, or business
using mathematics? We will consider and write about these and other
questions via hands on experience with various math technologies.
This course will have a lab component. Topics developed will be
tailored to individual students’ backgrounds and interests.
An introductory, multifaceted survey of biology including: cell
theory, genetics, evolutionary theory, survey of living organisms,
ecology, and human biology. Three lectures and one laboratory each
A study of the basics of astronomy, chemistry, geology,
meteorology, and physics. Designed to emphasize discovery-based
learning and inquiry-related instructional techniques by
significantly utilizing enhanced classroom technology, hands-on
laboratory experimentation, library research, and writing
components. Four lectures, one laboratory period each week.
A study of the historical and philosophical foundations of
science and technology, accompanied by an examination of the logical
and ethical ramifications of various past and present science and
A study of the fundamental laws and theories involved in
chemical changes. Topics will include atomic theory, thermochemistry
and nuclear chemistry. Stress will be on the solving of mathematical
problems which illustrate the principles of chemistry. The course is
designed principally for students planning on careers related to the
natural sciences. Four lectures, one laboratory each week.
Course will provide practical methods for the teacher candidate
to use for the instruction of middle and secondary school students
in such areas as laboratory safety, investigative and questioning
skills. Course activities will include inquiry teaching, use of
demonstrations in teaching, budgeting and supply ordering, science
fairs and projects, and the use of the computer in the science
An introduction to the principles of classification of animals.
Animal life will be examined with respect to cell organization,
genetics, evolution, anatomy/physiology, and interaction of animals
with their environment. Three lectures; one laboratory each week.
A study of the plant world. Fungi, algae, bryophytes, seedless
vascular plants, gymnosperms and angiosperms will be studied with
regard to their life history, morphology, physiology and taxonomic
relationships. Three lectures, one lab each week.
An objective contemporary study of the environment and man's
effect upon it. A holistic approach is taken in studying relevant
problems relating to population growth, pollution and the
preservation of natural ecosystems.
Origin, organization and policy of United States government at
the national, state and local levels. Encourages citizen
participation and leadership in democratic processes beginning at
the community level. Fulfills the Missouri statutory requirement.
Systematic study and practice of principles of effective
communication in groups. Exploration of dynamic variables and
features unique to small group interaction. Public discussion
formats are also explored.