Education Minor

Eligibility

The Education minor is open to all undergraduates. Students must apply for formal admission to the minorno later than the first day of classes in the senior year.

Curriculum

Education minors take three core courses and (at least) six credits of electives. They also complete a small capstone project. For full details, please see theEducation minor handbook; highlights are below.

核心课程(宽度):

EDUC 2410: The Art of Teaching

One course from each categorybelow (two courses total):

Category 1: Education history, policy, philosophy

Choose from:
EDUC 2710: Social & Political Context of U.S. Ed.
EDUC 3405: Multicultural Issues

Category 2: Direct experience with learners

Choose from:
EDUC 2200:Introduction to Adult Learning
EDUC 2210:Designing and Facilitating Learning for Development

EDUC 3110: Educational Psych
EDUC 4040: Engaging Youth
EDUC 4050: College Teaching

Electives (for depth in an area or further exploration):

Take (at least) six credits of electives using two or more courses. Any course fromthis list of EDUC coursescounts. See theEducation Minor handbookfor a list of non-EDUC courses that also are approved as electives.

• No more than four of these credits may beunstructured. Unstructured credits are internships (EDUC 4960), independent studies (EDUC 4970) or teaching assistantships (EDUC 4980).

Capstone (to synthesize insights from coursework and related experiences):

In their final semester before graduation, minors participate in one of two possible culminating experiences:

• Option 1 (Conversations): Education minors may participate in a 20-minute discussion with educators from the community. Minors spend five-to-seven minutes informally summarizing their new insights on education, how they developed and how they might be applied in the future. Q&A follows.

• Option 2 (Publications): Education minors may submit a publication that summarizes their new insights on education, how they developed and how they might be applied in the future. “Publication" is broad, including but not limited to essays, editorials, short stories and poems.

Students must apply for formal admission to the minorno later than the first day of classes in the senior year.

1. From your Cornell email,send a blank email with "join" in the Subject line toedminor-l-request[at]cornell.edu(subject: join)(Note: That’s a lower-case L after edminor-.).
2. Complete the online application.
3. hmm1[at]cornell.edu(Email the director of the Education Minor)to arrange a brief get-acquainted and advising meeting.
4. Complete the courses, making sure you keep therequirementsin mind.

Cornell does not offer a teacher certification program for undergraduates. However, it offers strong preparation for graduate programs leading to teacher certification and for other pathways into K-12 teaching. For more on Ithaca College’s Master of Art in Teaching,please visit the Ithaca College website.

Public Schools

就业在公立学校通常要求teacher certification (also known as licensure or credentialing). Programs leading to certification and a master’s degree are available throughout the country. Such programs typically range from 11 to 24 months. Through inter-state reciprocity agreements, certification by a program in one state is usually portable, allowing certified teachers to teach in public schools in most other states (pending completion of some paperwork and possibly additional workshops or exams).

Cornell has special agreements with the outstanding graduate-level certification programs at nearby Ithaca College. Students interested in teaching at the elementary or secondary level can earn an undergraduate education minor at Cornell and then spend an additional 13 months at Ithaca College to earn a master’s degree and New York state teacher certification. More information about this streamlined path can be found in MAT Program accordion below.

For general questions about the minor, please contactHeidi Mouillesseaux-Kunzman, Education minor coordinator. For questions about K-12 teaching and the Streamlined Pathway to the IC MAT Program, please contactJeff Perry,Education minor faculty member.

Independent Schools

Employment in independent (private) schools usually does not require teacher certification. For students who want to teach in privately-run boarding or day schools, Cornell’s minor in education can provide the frames of reference and hands-on experience with youth needed to hit the ground running.

Teacher Certification Transfer Articulation Agreement between Ithaca College and Cornell University

This articulation agreement facilitates the entry of Cornell undergraduates into Ithaca College graduate teacher education programs. The agreement is based on a mutual commitment by Cornell University and Ithaca College to support the preparation of outstanding, academically talented teachers for today’s schools.

This agreement is designed for students at Cornell University completing a bachelor’s degree who wish to attend Ithaca College to pursue a Master of Science (M.S.) in Childhood Education, a Master of Arts in Teaching (M.A.T.) in Adolescence Education (grades 7-12), or a Master of Arts in Teaching (M.A.T.) in Agriculture Education (grades K-12).

The M.S. program prepares students for New York state certification to teach grades 1- 6. The M.A.T. program prepares students for certification to teach grades 7-12 in the area of English, history/social studies, Spanish, French, mathematics, biology, chemistry, physics, earth science or agriculture.

Students at Cornell University will be granted admission to the M.S. in Childhood Education or M.A.T. program at Ithaca College provided that the following requirements are met:

1a. Students interested in the M.S. program (to teach in grades 1-6) must have taken at least six credits in each of the following core areas of the elementary-school curriculum:

• English language arts (English, Writing, Communications)
• Mathematics (Mathematics, Statistics)
• Science (Biology, Chemistry, Earth Science, Environmental Science, Physics)
• Social Studies (History, Political Science, Geography, some Sociology/Anthropology)

1b. Students interested in the M.A.T. program (to teach in grades 7-12) must complete a Cornell University major in the desired area of certification.

1我。用于农业,适当的专业公司ricultural Science. Other majors (e.g., Plant Science and Animal Science) may be considered on a case-by-case basis; please note the following stipulation from the New York State Education Department: “College study in the field of agriculture includes coursework in such areas as animal science, plant science, pomology, entomology, soil science, animal genetics, crop rotation, animal husbandry and similar courses normally offered by recognized schools of agriculture.”

1b.ii. For history/social studies, the appropriate majors are history or government. Please note the following stipulation from the New York State Education Department: Coursework must include the “study of economics, government, and at least a total of 21 semester hours of study in the history and geography of the United States and the world.”

1b.iii. For earth science, the appropriate major is Science of Earth Systems. Other majors (e.g., Atmospheric Science and Environmental & Sustainability Science) may be considered on a case-by-case basis; please note the following stipulation from the New York State Education Department: “Acceptable studies include courses in scientific methods, space systems, atmospheric systems, geological systems, and water systems. Courses in environmental science, conservation and wildlife management, and agriculture are generally applied science courses and, therefore, are not acceptable.”

1.b.iv. For all other areas of certification, see the notes regarding prerequisite content area coursework here:

• http://www.ithaca.edu/gradprograms/education/matprograminfo/matcurric/

2.学生必须在康奈尔大学成功完成University Education minor with a set of courses satisfying the entry requirements of Ithaca College’s M.S. and M.A.T. programs. Specifically, students should complete the following or their equivalents as determined by the director of the Education minor at Cornell University:

• EDUC 2410, The Art of Teaching, three credits [includes 30 hours of fieldwork, which must be with K-12 youth].
• EDUC 3110(cross-listed as HD/COMM 3110), Educational Psychology, 4 credits [includes 20 hours of fieldwork, which must be with K-12 youth]

ONEof the two following courses:

• EDUC 2710 (cross-listed as EDUC 5710, AMST 2710, DSOC 2710, SOC 2710), Social andPolitical Context of American Education, four credits.

or

EDUC 3405 (cross-listedas AMST 3405, ANTHR 3405, LSP 3405), Multicultural Issues in Education, four credits

*Note: EDUC 2410 and 3110 together provide the required 50 hours of fieldwork. If students are unable to take one of these courses but still wish to qualify for this agreement, they may petition the director of Cornell's Education Minor to satisfy the requirement via another fieldwork-intensive course or co-curricular commitment (for example, tutoring with Upward Bound).

3. A minimum 3.0 cumulative grade point average is earned, as well as a minimum 3.0 in the major, and the student is making satisfactory progress in the final semester courses prior to admission to Ithaca College.

4. The student has satisfactorily completed the Ithaca College Admission Application Process. Note: The Graduate Record Exam (GRE) is required for admission. Also, the requirement for two letters of recommendation will be waived if the student is recommended by the director of the Education Minor at Cornell University.

5. The student is in good disciplinary standing at Cornell University.

Applicants who do not meet the above-listed requirements and/or who have course withdrawals and/or incompletes on their transcripts are not eligible to participate in this articulation agreement but can be considered for admission to the M.S. or M.A.T. programs at Ithaca College on an individual basis.

Applicants are eligible to apply for Graduate Assistantships and tuition scholarships at Ithaca College.

What is Adult Learning?

Think of workshops, book groups, training events, museum programs, one-on-one mentoring, skill clinics — these are some of the avenues of adult learning. Picture the face of a new American learning English, a CEO in weekend class for an MBA, an incarcerated young adult completing a high school diploma, a community theater group preparing a play — these are some of the faces of adult learners.

Encompassing a wide range of educational pursuits in many settings and contexts, adult learning can be defined as, “All forms of learning undertaken by adults having left initial education and training, however far this process may have gone.” (Study on European Terminology in Adult Learning, Final Report, July, 2010, p. 6.)

Adult learning takes on different names according to context. At work, it may be called “professional development” or “training.” Around town, adult learning is often referred to as “community education.” Among the many formats and subject areas of adult learning, other terms applied can include: Night school, language study, wellness class, group fitness, executive degree program, riding lessons, driving school, citizenship test preparation — and many more.

Why it matters for students to study and practice adult learning

Learning is the way of the human being. Our neural networks are made to process, analyze, grow and stretch. Through learning, we become ourselves: Capable, caring and contributing people able to act in the world with agency and through our particular perspectives and gifts.

Simply put, we are all adult learners for much more of our lifespans than we are youth learners. Adult learning is your future. You are, or are on the brink of becoming, an adult learner.

Beyond the immediately personal, adult learning is key to everyone’s collective future as well. Societies, communities, neighborhoods, families — human groups at any scale — benefit from clear thinking and creative expression. Adult learning is vital to innovation, problem-solving and the often overlooked, yet ever important, art of maintaining what is already working. Think of it as building human capital.

When you study designing instruction for adults you acquire the master keys for creating and facilitating meaningful experiences for learning and action. Thesebackwards planninganddesign thinkingapproaches serve well in multiple settings with people of all ages to foster new thinking and agency. Think of the worst class or meeting you’ve been in; now think of the best. What makes the difference is good design and facilitation.

Opportunities at Cornell

The Education minor at Cornell offers a unique opportunity to learn and practice adult learning. Students enrolled in adult learning EDUC courses apply their learning by becoming an educational mentor for a Cornell employee; i.e. an adult learner, through theCommunity Learning and Service Partnership, (CLASP). CLASP is an adult education program for employees working in Campus Services. With student “learning partners” employees study a range of subjects from practicing the English language to using computer applications to preparing for the US citizenship exam. Courses include: EDUC 2200/DSOC 2100,Introduction to Adult Learningand EDUC 2210/DSOC 2210,Designing and Facilitating Learning for Development.

The core courses in the Education minor are taught by the following instructors:

• HeidiMouillesseaux-Kunzman(undergraduate minor coordinator)
• John W. Sipple(研究生minor coordinator)
• Jeff Perry
• Tess Pendergrast
• Annalisa Raymer
• Sofia Villenas