Chairperson:
| Karami Akkary, Rima R. |
| Professors: | BouJaoude, Saouma B.; Ghaith, Ghazi M.;
Khamis, Vivian E. |
| Associate Professors: | Al-Hroub, Anies M.; Amin, Tamer G.;
Baytiyeh, Hoda M.; El Hassan, Karma; ElMouhayar, Rabih R.; Karami-Akkary, Rima
R.; Khishfe, Rola F. |
| Assistant Professor | Khalil, Lina |
| Lecturers: | Bou Zeineddine, Amal R.; El-Khatib, Lara;
Hout, Hanin; Karameh, Jinan.; Mouawad,
Rim; Osman, Enja; Shukri Balaa, Rola |
| Instructors | Jouni, Nidal
|
The Department of Education offers programs at both the undergraduate and graduate
levels. The undergraduate level program leads to a Bachelor of Arts degree in Education/
Elementary. The post-BA/BS Diploma Program leads to a Teaching Diploma, Diploma in Special Education, or Diploma in Educational Management and Leadership. Students can also
complete the Diploma program concurrently with a relevant BA/BS degree. The graduate
program leads to a Master of Arts degree in Education.
BA in Education/Elementary
Mission Statement
The Bachelor of Arts in Education/Elementary Program aims at developing students’ knowledge base for teaching and competence in professional practice as well as promoting a commitment to personal professional development and active participation in the professional community. Through fulfillment of coursework, field-based experiences, and professional community service activities, students are prepared to enter the field of teaching and/or graduate studies in education as reflective practitioners, literate in information and communication technology, and critical thinkers committed to the human and moral values of lifelong learning, integrity, innovation, civic responsibility, and leadership.
The BA Program:
The BA program is based on various conceptualizations of teacher preparation programs and contemporary international best practices and trends, and is aligned with international standards. The program prepares all students for both homeroom and subject matter teaching, the latter concentration (Language Arts/Social Studies, Mathematics/Science and Art/Music) being the student’s choice. The program is structured developmentally where course offerings are scheduled by year, distributed over the sophomore, junior and senior years. The developmental distribution is based on core common courses and methodology-practicum courses.
The bachelor’s degree in Elementary Education aims at developing:
- professional understanding of children and their learning needs at the elementary level,
- theoretical understanding and practical skills in homeroom and subject matter teaching,
- broad-based competencies in methods and techniques of teaching to meet learning needs,
- adequate knowledge of subject matter taught in elementary schools.
Degree Requirements
The program for the BA in Education/Elementary is based on the completion of at least 90
credits as follows:
- University General Education Requirements (39 cr.), with 9 cr. of the 39 cr. must be Education courses
- Cultures and Histories (9 cr.)
- Human Values (3 cr.): At least one of the courses from Cultures and Histories or Human Values should be from the History of Ideas: CHLA.
- ENGL 203 (3cr.), ENGL 204 (3cr.); and ARAB Communication Skills Course (3 cr.)
- Societies and Individuals (6 cr.): One Course (3 cr.) must be an approved General Education course from outside the major and one course (3 cr.) from the major.
- Understanding the World (6 cr.): one course (3 cr.) must be an approved General Education course from outside the major and one course (3 cr.) from the major.
- Quantitative Reasoning (3 cr.) Students are required to take at least a total of 9 cr. from Understanding the World and Quantitative Reasoning with at least 3 cr. from each
- Community Engaged Learning (3 cr.)
- At least one of the GE or major courses should cover the theme of Social Inequalities.
- Education Requirements (45 cr.)
- Core Education Courses (24 cr.): EDUC 211 or EDUC 216, EDUC 215, EDUC 217, EDUC 219, EDUC 221, EDUC 223 or EDUC 225, EDUC 231, EDUC 232
- Methods Courses (9 cr.): EDUC 233, One of the following pairs: EDUC 228 and EDUC 229 (art and music) [currently frozen], EDUC 245 and EDUC 251 (language arts, English or Arabic, and social studies); or EDUC 252 and EDUC 257 (math and science)
- Seminar (3 cr.): EDUC 291
- Practicum courses (9 cr.): EDUC 268A, EDUC 268B and EDUC 268C or EDUC 268D
- Subject Matter Courses (12 cr.)
- Specialization Courses (9 cr.): These are from 200 and above. They include EDUC 218 and one course in each of mathematics and science. Special mathematics and science courses designed for teaching in the elementary school are offered by the department (EDUC 271, EDUC 272, EDUC 273, and EDUC 274) and must be taken to fulfill this requirement.
- Electives within Subject Matter (3 cr.): 3 credits in art or music
- General Electives (3 cr.)
Minor in Education
The department offers three minors with the aim of providing students with a comprehensive understanding of the psychological, philosophical, administrative, and professional foundations of education.
1. Minor in Educational Psychology (15 credits)
The Educational Psychology minor is designed to allow students from many disciplines to explore child, adolescent, and adult development, concerns, and opportunities. Coursework includes consideration of the dynamics of learning and motivation in school settings, introduces major topics, issues, and trends in special education. In addition, the coursework will provide students with the knowledge and skills needed to the application of theories and principles of development, learning, memory, motivation, individual differences, instruction, school guidance and counseling, classroom management, and measurement and evaluation. To complete a minor in Educational Psychology, students must take the following:
- EDUC 215 Learning and Human Development
- EDUC 221 Introduction to Special Education.
- EDUC 223 Introduction to Guidance and Counseling
- EDUC 217 Measurement and Evaluation for Classroom Teachers
- EDUC 280 Behavior Modification and Classroom Management or EDUC 232 Classroom Management in the Elementary School
2. Minor in Educational Administration and Policy
The minor in educational administration and policy is suitable for students interested in exploring education from an administrative and policy perspective to contribute to the improvement of educational systems. It is especially relevant for non-education students pursuing research-focused master’s degrees in educational administration and policy studies. The Minor in Educational Administration and Policy offers students a foundational understanding of educational systems, laws, policies, effective leadership organizational change and instructional strategies. It also allows them to explore the role of schools in society and the impact of culture, diversity, and social factors on education. To complete a minor in Educational Administration and Policy, students must take the following:
- EDUC 211 The School and the Social Order
- EDUC 212 Educational Laws and Policies
- EDUC 213 Introduction to Educational Administration
- EDUC 215 Learning and Human Development or EDUC 225 Child and Adolescent Development
- EDUC 230 Instructional Strategies
3. Minor in STEAM Education
STEAM stands for Science, Technology, Engineering, Arts and Mathematics. This minor in STEAM Education provides students from a variety of different disciplines in the natural sciences, mathematical and computer sciences, social sciences, or humanities with an introduction to the field of education, by leveraging their interests in their respective fields. The minor also highlights how instruction can cut across and integrate across traditional school disciplines. To complete a minor in STEAM Education, students must take the following:
- EDUC 230 Instructional Procedures
- EDUC 220 Instructional Media and Techniques
- EDUC 273 Science for Elementary Teachers I
- EDUC 218 Children’s Literature or EDUC 231 Reading Instruction in the Elementary School
- EDUC 271 Problem Solving in Arithmetic and Algebra or EDUC 272 Problem Solving in Probability, Statistics and Geometry
BA in Education
|
Modes of Analysis |
Understanding Communication - English and Arabic (9) |
Cultures and Histories (9), Human Values (3) |
Education and Societies and Individuals |
Subject Matter |
Understanding the World, Quantitative Reasoning (9:3/6+3/6) |
Community-Engaged Learning (3) |
Lecture
Courses
(9+12+57
+6+3+3) | Required
Arabic
course (3) Required
English
courses:
ENGL
203(3),
204(3) | Required
credits
in the
Cultures
and
Histories:
9 credits
including
History of
Ideas and
3 credits
Human
Values
Elective
(3): Art or
Music | Required
Education
courses (30
cr.): EDUC 211(3)
or EDUC
216(3);
215 (3),
217 (3);
219(3);
221(3);
223(3) or
225(3);
230(3);
231(3);
232(3) One
Societies
and
Individuals
course
must be an
approved
General
Education
course from
outside the
major
General
Elective(3
cr.) | Required
courses
(9 cr.)* | Required
Understanding the
World
courses
(6 cr.)
from the
approved
General
Education
courses; one from
outside the
Department Required
Quantitative
Reasoning
courses
(3 cr.)
from the
approved
General
Education
courses | EDUC
268A,
EDUC
268B,
EDUC
268C or
EDUC
268D |
| Seminar (3) | | | EDUC 291(3) | | | |
Laboratory/Research
Project (18 ) | | | One pair
of: EDUC
245/251 (6);
252 /257
(6); 228/229
(6) EDUC
233 (3) EDUC 268A
(3) EDUC 268B
(3) EDUC 268C
or EDUC
268D (3) | | |
|
*Subject Matter Courses (9 cr.)
- EDUC 218 (3)
- 6 credits in mathematics and science: one in mathematics
(EDUC 271) and one in the sciences (EDUC 273)
Diploma Programs
Teaching Diploma Programs
Students enrolled for a Bachelor and Diploma/Teaching Diploma must satisfy the full requirements of both degrees and complete at least a total of 111 credits. The Teaching Diploma Program prepares students to become elementary and secondary schoolteachers. This requires
specialization in a subject matter area that can be completed before or during professional
preparation in the Department of Education. The program is comprised of a total of 21 credit
hours in education. This preparation culminates in a teaching diploma that qualifies a student
to teach at either the elementary or the secondary level.
Teaching Diploma in Elementary Education
Education Course Requirements
- EDUC 215
- EDUC 231
- EDUC 232
- Elective
- For students concentrating on Homeroom Teaching: EDUC 233, 268A, 268B
- For students concentrating on teaching Language Arts, English or Arabic,
and Social Studies: EDUC 245, 251, 268C
- For students concentrating on teaching Mathematics and Science:
EDUC 252, 257, 268D
Subject Matter Requirements
These include 24 credit hours in courses numbered 200 or above distributed over two subject matter areas from the following combinations: a) Arabic and social studies, b) art and
music, c) English and social studies, and d) mathematics and science. The mathematics and
science courses offered by the Department of Education (EDUC 271, EDUC 272, EDUC 273,
EDUC 274) may be considered to satisfy part of the subject matter requirement in mathematics and science. EDUC 218 may be used to satisfy part of the subject matter requirements for
language arts concentrations (Arabic–social studies and English–social studies).
Teaching Diploma in Secondary Education
Education Course Requirements
- EDUC 211 or 216
- EDUC 215
- EDUC 230
- Two methods courses from the sequence EDUC 237-256 plus one relevant course from the sequence EDUC 261-269
- An elective in education
Subject Matter Requirements
Students must complete the requirements for a bachelor’s degree in a subject matter area
taught in elementary and/or secondary schools before they are granted this diploma. These
areas include Arabic, English, health, informatics, math, science, and social studies. In case
of a shift in major, students are required to complete a minimum of 24 credit-hours in the new
subject matter area in courses numbered 200 or above.
NOTE: Only courses that are in areas taught in intermediate and secondary schools qualify
for subject matter courses for the purposes of the Teaching Diploma.
Methods Courses
Methods courses at the secondary level are subject matter oriented; i.e., they deal with
teaching a subject matter that has been chosen by the student as a major field of specialization. The distribution is as follows:
EDUC 237, EDUC 238
| Theories and Methods of Health Education |
| EDUC 241, EDUC 242 | Teaching of Arabic |
| EDUC 243, EDUC 244 | Teaching of English as a Foreign Language |
| EDUC 246, EDUC 248 | Informatics Education |
| EDUC 249, EDUC 250 | Teaching of Social Studies |
| EDUC 253, EDUC 254 | Teaching of Math |
EDUC 255, EDUC 256
| Teaching of Sciences |
In the case of students who are actual teachers in a recognized school, special arrangements
may be made with the instructors of the methods courses to adjust field experience components in courses such as methods courses and practicum.
Admission to the Teaching Diploma Programs
New students should obtain an application from the Office of Admissions and apply as new
students. Applications are reviewed by the department and, when accepted, students are
classified as special students working for the teaching diploma. Completion of the bachelor’s
degree is a requirement for admission of new students to the teaching diploma programs.
AUB students working for their bachelor’s degree at AUB should complete a form no later
than the first semester in their Junior year informing the Department of Education of their intent to complete the requirements for a diploma. Once notified the Department of Education
will assign the students an academic advisor to help them generate a study plan to fulfill their
diploma requirements.
Qualifications for the Teaching Diploma and Official Recognition by the Lebanese Government
Teaching Diploma in Elementary Education
Students qualify for the teaching diploma upon completion of the program of study as detailed above, attaining a cumulative average of 2.3 or above in its courses, and receiving the
recommendation of the Department of Education. To receive an official recognition of the
Teaching Diploma as equivalent to the License d’Enseignement in elementary education, the
candidate should meet the following:
- holds the Baccalaureate Part II or equivalent,
- has completed the diploma requirements with 21 term credits in the field
of education over and above the total number required for a bachelor’s degree.
- and has completed a minimum of 45 term credits in the field of education.
Teaching Diploma in Secondary Education
Students qualify for the teaching diploma upon completion of the program of study as detailed above, attaining a cumulative average of 2.3 or above in its courses, and receiving the
recommendation of the Department of Education. To receive an official recognition of the
Teaching Diploma as equivalent to the License d’Enseignement in education the candidate
should meet the following:
- holds the Baccalaureate Part II or equivalent,
- has a bachelor’s degree in a subject taught at the secondary level (Arabic, English, informatics, mathematics, science, and social studies),
- and has completed the diploma requirements (21 term credits in the field of education) over and above the total number required for a bachelor’s degree.
Diploma in Special Education
The special education diploma program is a 21-credit program designed to help students
develop the skills, knowledge, and values needed to specialize in the teaching of children
and youth with special educational needs with an emphasis on mild and high incidence exceptionalities: Learning Disabilities (LD) or Giftedness and Talent (G&T). Collaboration and
consultation skills will be the cornerstone of the program.
Track One: Learning Disabilities
The Learning Disabilities (LD) track is designed to serve the needs of four groups: (1) Teachers who plan to participate in teaching students with learning disabilities in their schools in
Lebanon or other Arab countries, (2) teachers who want to learn how to accommodate the
weaknesses of LD students in their regular classrooms or other educational settings, (3) trainee teachers employed in non-school settings who want to know how to work with children
and youth with learning disabilities, and (4) parents interested in the education of students
with learning disabilities. The 21-credit program is designed to develop awareness, positive
attitudes, and understanding about teaching students with learning disabilities, as well as
competence in curriculum development, delivery, and evaluation.
Track Two: Gifted and Talented Education
The Gifted and Talented Education track is designed to serve the needs of four groups: (1)
Teachers who plan to participate in the education of identified gifted and talented students
in their schools in Lebanon or elsewhere in the Arab world, (2) teachers who want to learn
how to accommodate the unique needs of gifted and talented students in their regular classrooms, (3) trainee teachers employed in non-school settings who want to know how to work
with gifted and talented children and youth, and (4) parents interested in gifted and talented
education. The 21-credit program is designed to develop awareness, positive attitudes, and
understanding about teaching gifted and talented students, as well as competence in curriculum development, delivery, and evaluation. For admission to Special Education Diploma,
students can enroll concurrently in a bachelor program or after completing the bachelor’s
degree. It is preferable if the student’s undergraduate major is in education or in psychology,
but students with other undergraduate majors may be considered. For successful completion
of the program, students should achieve at least a cumulative average of 2.3. The program is
composed of the following courses:
Table: Two Tracks of Emphasis in Special Education: Learning Disabilities (LD) or Gifted
and Talented (G&T)
| |
Track 1: LD Emphasis Area | Track 2: G&T Emphasis Area |
Requirements
|
Course
|
Course Field & term Hours |
Course | Course Field & term Hours |
| Core Courses | EDUC 215
EDUC 221
EDUC 222 | 3.0; 3 cr.
3.0; 3 cr.
3.0; 3 cr. | EDUC 215
EDUC 221
EDUC 222
| 3.0; 3 cr.
3.0; 3 cr.
3.0; 3 cr.
|
| Method Courses (Area of Specialty) | EDUC 280
EDUC 281 | 2.2; 3 cr.
5.2; 6 cr. | EDUC 280
EDUC 282 | 2.2; 3 cr.
5.2; 6 cr. |
| | EDUC 283A
| 0.6; 3 cr. | EDUC 283B | 0.6; 3 cr. |
| |
Total |
21 cr |
Total |
21 cr |
Students can choose to pursue both areas of concentration, thereby completing a total of
30 credits.
Requirements (21 cr.)
- Basic Courses (9 cr.): EDUC 215, EDUC 221, and EDUC 280
- Methods Courses (12 cr.): EDUC 222, EDUC 281 or EDUC 282,
and EDUC 283A or EDUC 283B
Diploma in Educational Management and Leadership
The purpose of this diploma is to provide knowledge and practical training in the areas of
educational management and leadership. Holders of this diploma are prepared to become
managers of schools and educational training institutions and programs.
|
Requirements |
EDUC 211 or EDUC 216
| EDUC 224
|
EDUC 212
| EDUC 226 |
| EDUC 213 | EDUC 230
|
| EDUC 214 | |
For admission to diploma in Educational Management and Leadership, students can enroll
concurrently in a bachelor program or after completing the bachelor’s degree. A minimum of
one year of relevant professional experience in an educational setting is preferred. Students
qualify for the Diploma in Educational Management and Leadership upon recommendation
from the department and completion of the specified program of study with a cumulative
average of 2.3 or above.
Course Descriptions