BA in Geography-Anthropology - Elementary Teacher Education
The Geography-Anthropology program offers a teacher certification track for prospective elementary teachers. The Elementary Teacher Education Program is designed to prepare elementary school teachers, grades K-8, who are knowledgeable of the content they will teach and who have the skills to apply that knowledge to teaching. Elementary education students major in Geography-Anthropology (choosing one of three specializations) and take a series of teacher education courses that fulfill their University Core Curriculum requirements and the requirements for teacher certification in their discipline. These courses introduce students to aspects of teaching and learning and give them hands-on experiences in community agencies and schools where they can connect what they are learning to the real world. At the time of degree completion, students will have met the degree requirements for their Geography-Anthropology major and for initial teacher certification. Additionally, with further coursework, graduates can be certified to teach social studies at the secondary (7-12) level.
The Bachelor of Arts in Geography-Anthropology emphasizes the integration of the two disciplines and the common interests in examining the relationship between human populations and their natural and built environments. The major is an interdisciplinary degree program. Students enrolled in the major may specialize in one of three tracks:
- Sustainable Cultures and Communities
- Cultural and Natural Heritage Management
- Applied Geographic Information Systems (GIS) and Geospatial Analysis
Upon graduation, students find employment in fields that involve archaeology work, cultural resource management, historic preservation, heritage and conservation management, museum, curation and archival work, education, environmental and land use management, community development work, non-profit advocacy, city and regional public service, tourism and recreation, and Geographic Information Systems (GIS) related careers in federal, state, local government, and private sector industries.
We focus on developing strong analytical, writing, oral and technical skills and prepare our students to enter the workforce or for future graduate work. Courses emphasize both conceptual and applied learning. Students engage in case studies, community-engaged and client-based projects, and intensive field and lab analysis.
Students have the opportunity to design, develop, research and communicate professional level projects with faculty mentors. As a result of data collection in the field or analysis in our specialized learning laboratories, students also have the opportunity to engage in scholarship through publications and conference presentations, and often receive assistantships and fellowships funded by such organizations as the National Science Foundation, NASA, and the Maine Space Grant consortium.
The program of study beyond the basic requirements should be planned carefully, in close consultation with the student's program advisor, and should be approved by the latter. Such an arrangement allows for flexibility according to the student's interests while also providing close guidance and a control of educational quality by the Geography-Anthropology program.
USM Core Curriculum (including pre-internship education courses):
- EYE 108, Culture, Identity and Education, or EDU 100, Exploring Teaching as a Profession
- College Writing - ENG 100 (3 cr.)
- Cultural Interpretation (3 cr.)
- Quantitative - MAT 120 (4 cr.)
- Creative Expression (3 cr.) (THE 102 or 170 recommended)
- Socio-Cultural Analysis - HRD 200 Multicultural Human Development (3 cr.)
- Science Exploration - GEO 102 (4 cr.)
- Ethics - EDU 310 Purpose of Schooling in a Democracy (3 cr.)
- Cluster - EDU 305 Foundations of Cultural and Linguistic Diversity, SED 335 Students with Exceptionalities in General Education, and SED 420 Multi-Tiered Systems of Educational Support (9 cr.)
- Diversity and International met with EDU 305 and EDU 310 respectively
Geography-Anthropology Major Requirements:
All students with majors or specific discipline minors in the social sciences must achieve at least six credits with grades of B or better in the requirements of those majors or minors. No grades of D will be counted toward fulfillment of the major or minor requirements. Except for Independent Studies, no required course may be repeated more than one time.
All students are reminded that, in addition to meeting departmental requirements for the major, they must also meet the University's minimum readiness requirements and the Core curriculum requirements.
The minimum number of credits (exclusive of the University's Core curriculum & Professional Education Internship requirements) required for the major: 36-39.
Students may concentrate in any one of the following specializations:
- Sustainable Cultures and Communities
- Cultural and Natural Heritage Management
- Applied GIS and Geospatial Analysis
For all specializations, students in the elementary education track complete the major requirements for a BA in Geography-Anthropology. One methods course for the major may be met with an EDU methods and one topical elective may be met by an EDU internship in elementary education. Similarly, the major capstone requirement may be met by an EDU capstone.
Additionally, all Geography-Anthropology majors are required to demonstrate writing competence by completing either two research papers or one research paper and one research product (e.g., poster, media project) in the major with grades of C or better, from two different professors, at least one semester prior to graduation. The maximum number of hours of internships, field experience, and/or independent studies that can be applied toward the major is 9 hours. All students must meet with their advisors before registering for courses each semester.
Students must complete elective credits to complete the 120 credit hour degree. Students pursuing elementary teacher education must complete no fewer than 6 credits in each of the following content areas (outside their major): Math, English, Science, and Social Studies. Courses in the Core count toward the minimum of six credits.
Elementary Teacher Education (K-8) Requirements for Geography-Anthropology Majors
In addition to meeting all major and CORE requirements the following teacher education requirements must be met.
The Elementary Teacher Education Program is designed to prepare elementary school teachers, grades K-8, who are knowledgeable of the content they will teach and who have the skills to apply that knowledge to teaching. Elementary education students major in the discipline they plan to teach and take a series of teacher education courses that fulfill their University Core Curriculum requirements and the requirements for teacher certification in their discipline. These courses introduce students to aspects of teaching and learning and give them hands-on experiences in community agencies and schools where they can connect what they are learning to the real world. At the time of degree completion, students will have met the degree requirements for a major and for initial teacher certification.
Program Declaration and Withdrawal
All students must formally declare their entry into a teacher education program by completing the Declaration and/or Dropping of Undergraduate Teacher Education Pathway Form with the registrar’s office. The form is located in the forms section of the Office of Registration and Scheduling Services: https://usm.maine.edu/registration-services/1forms
The minimum academic requirements to be a student in good standing in the secondary education program are as follows:
- A grade of B or better in all professional education coursework.
- A grade of C or better in content courses required for the area of teacher certification.
- An overall GPA of 3.0 or better.
Failure to maintain the above requirements may result in program dismissal. Appeals may be made in writing to the Director of Educator Preparation, Susan Inman - email@example.com.
Upon declaring the elementary teacher education program, a student becomes a pre-candidate. The pre-candidacy phase of the program is the first three years of the program prior to the professional internship. Pre-candidacy coursework is as follows:
- ADS 300: Ethics and Youth with Exceptionalities (3 cr.)
- EDU 310: Purpose of Schooling in a Democracy* (3 cr)
- EYE 108: Culture, Identity and Education (3 cr)
- EDU 100: Exploring Teaching* (3 cr)
- EDU 222: Foundations of Language and Literacy Development* (3 cr)
- EDU 305: Foundations of Cultural and Linguistic Diversity* (3 cr)
- HRD/SBS 200: Multicultural Human Development (3 cr)
- SED 335: Students with Exceptionalities in General Education* (3 cr)
Each of the courses with a * includes required service learning or practicum hours in a school or community setting to give students hands-on, real world experience. Students complete these experiences in community and school partner settings and are arranged by the Field Experience Coordinator in the Office of Educator Preparation. The other education courses may require observation experiences in field settings that students arrange on their own.
Candidacy takes place in the spring semester of the third year or when a student has completed the pre-candidacy teacher education coursework and has made satisfactory and sufficient progress in their major. It is the process students go through in order to be admitted to the professional level courses and internship. To be eligible for candidacy, students must be in good academic standing, have passed the Praxis Core, and provided evidence of their Criminal History Record Check.
Please see USM’s Professional Licensure and Certification Notice located on the Office of Registration and Scheduling website: https://usm.maine.edu/registration-services/academic-policies-undergraduate
Students are required to complete and show documentation of the fingerprinting process outlined by the Maine Department of Education: http://www.maine.gov/doe/cert/fingerprinting.
Students must complete the Candidacy application in TK20 and provide a current resume and three letters of recommendation from a field experience host teacher, from a professor in the student’s major, a d from an education professor. The candidacy application is due on January 31 of each year. Upon review eligible students will be invited to participate in a 30 minute internship admission interview.
The professional internship is a full year experience that fulfills the state’s student teaching requirement and provides elementary education teacher candidates the opportunity to apply what they are learning in their teacher education courses. The first semester internship is the equivalent of a 2.5 day per week in a partner school district, and the second semester internship is a full time, five days per week experience in a partner school. Students take the internship courses concurrently. Required courses are as follows:
- EDU 405: Teaching Mathematics K-8 (3 cr)
- EDU 442: Seminar in Teaching, Learning, and Assessment
- EDU 445: Student Teaching (9 cr total--3 credits first semester and 6 credits second semester)
- EDU 451: Teaching Social Studies K-8 (3 cr)
- EDU 452: Teaching Science K-8 (3 cr)
- EDU 465 Teaching Reading K-8 for All Students Including those with Diverse Abilities and Backgrounds
- EDU 466: Introduction to Writing Process for All Students Including those with Diverse Abilities and Backgrounds
- SED 420: Multi-Tiered Systems of Educational Support (3 cr)
For those students interested in teaching at the elementary level (grades K-8), they must complete 6 credits each in English, mathematics, science and social studies. The following mathematics courses are required:
- MAT 131
- MAT 231 or MAT 232
Those interested in teaching at the middle level (grades 6-8), it is recommended that they complete coursework in a second content area (.e., English, mathematics, social studies or science) to become highly qualified to teach an additional content area. Finally, students should consider taking education courses that will support them to become better teachers including, but not limited to, topics such as literacy, technology, understanding and collaborating with families.
In order to be eligible for internship, students must successfully complete the candidacy process. Students must apply for candidacy through TK20 by creating a free Tk20 account and completing a candidacy application. In addition to the above academic requirements, students must submit three letters of recommendation and passing scores on the Praxis Core and participate in candidacy interview.
All undergraduate and graduate students who matriculate into an Educator Preparation program at USM and are accepted as a candidate for their internship year are required to subscribe to Tk20 (Watermark), a comprehensive web-based, assessment management and reporting system. Students use Tk20 (Watermark) to provide evidence they have mastered state and professional standards for their profession. The subscription fee of $103 covers some of the expenses related to the administration and assessment of the program. For loan purposes, TK20 (Watermark) is eligible for consideration as part of educational costs. The subscription is a one-time payment and must be made by each student after they have passed their candidacy process and before the first semester of their internship year. Subscription instructions are posted on the Office of Educator Preparation website at http://usm.maine.edu/educator-preparation.
Please note Professional Education Council Policy: In order for USM’s Education Preparation Unit program-completers to be recommended by the institution to the state for certification or licensure, the candidate must provide evidence of meeting all certification requirements including proficiency on the standards relevant to his/her state approved professional program and this evidence must be compiled and assessed within the context of the Unit’s data management system (i.e., Tk20).
Recommendation for Certification
Graduates who successfully complete all the teacher education program requirements are eligible for recommendation for teacher certification in Maine. In order to be recommended for certification, students must complete the Recommendation for Certification form. Students who fail to meet the academic or professional teacher education program requirements or choose not to pursue teacher certification may withdraw from the teacher education pathway and graduate with their major.
NOTE--Course requirements are subject to change based upon changes in teacher certification regulations. For more information, visit: https://usm.maine.edu/teacher-education