In the State of NJ, all teachers are required to complete a BA or BS in a content area. Education is not considered to be a major. At Fairleigh Dickinson, it is considered to be a “concentration”.

Candidates in the QUEST program may major in a variety of different areas including:

Art History Psychology
Biology Humanities Science (BS – Metro only)
Chemistry International Studies Theatre (Florham only)
Creative Writing Mathematics (BA or BS)  
English Language and Literature Government and Politics
  

For those interested in our Dual Certification Program, Special Education is a “second certificate” in the State of NJ.  Teachers must first (or concurrently) earn their elementary certificate.

Admission Requirements

Freshmen entering the QUEST Program are required to have a high school GPA of 3.0 or greater and a minimum of 1080 on the SAT (combined verbal and math). Sophomores and juniors requesting admission to the QUEST Program must have a college/university CGPA of 3.0 or greater.

Students entering the QUEST program are not formally matriculated into QUEST until they have 60 credits and met the following requirements:

  • 60 earned credits
  • CGPA 3.0 or greater
  • Pass the new Praxis CORE Battery which consists of 3 tests in basic skills as follows:
  Code Number    Minimum Passing Score
Core Academic Skills for Educators: Mathematics 5733 150
Core Academic Skills for Educators: Reading 5713 156
Core Academic Skills for Educators: Writing 5723 162

Candidates are required to take the CORE Battery by the end of their sophomore year to continue in the QUEST program. Juniors seeking admission to QUEST must take the CORE Battery their first semester in the program. Candidates must pass all three exams to become matriculated. Students who do not pass all three exams may be restricted in taking education courses.

Candidates may be exempted from the CORE Battery if they meet one of the following alternatives:

  • SAT: Math 570, 610 Evidence-Based Reading and Writing or 30 Reading Section
  • ACT: 23

Candidates will be advised when to take their Content Knowledge Praxis II exams. Students will be advised as to the current exam(s) required for the certification sought. The Praxis II exam is needed to obtain New Jersey State certification.

Information about the CORE Battery including study guides and registration can be accessed here

Praxis II Requirement (for licensure)

The correct Praxis II exams for Elementary Education are shown below.  There are 4 subtests (content area exams) These licensure exams must all be passed before the candidate does his/her student teaching.  We require candidates to take this exam at the beginning of their fourth year, prior to Field Experience IV.

For further information on the exam, please go to ets.org

Reading/Language Arts Subtest #5002

Mathematics Subtest #5003

Social Studies Subtest #5004

Science Subtest  #5005

[To pass the Elementary Education: Multiple Subjects test you must receive a passing score on each subtest. If you wish to take all four subtests (5002, 5003, 5004, 5005) at the same time, select Elementary Education: Multiple Subjects (5001) when registering. If you wish to take or retake an individual subtest, you may register to take just that subtest.]

At this time, there is no required Praxis II for Special Education.

QUEST Program Elementary (K-6) Education

Students must complete 120 credits (FOR STUDENTS ENTERING FALL 2015)  for a B.A. or B.S. in a liberal arts or science major appropriate for the area of teacher certification. This includes at least 30 credits in education courses required for elementary or secondary certification — of which a maximum of 15 credits may be applied as dual undergraduate and graduate credit to both the B.A./B.S. and M.A.T. degrees  — plus 15 credits in graduate-level educational methodology courses.

Candidates who complete the required 120 credits for the BA/BS and the required education courses and pass the PRAXIS in their area of certification become eligible to take their 2-semester student teaching (Advanced Clinical Practice and  Apprenticeship Teaching). After completing their apprenticeships, candidates become eligible for their NJ State Teaching Certificate. The candidate becomes eligible for the M.A.T. degree upon completion of the required 36 graduate credits.

NOTE: Both campuses currently offer the Dual Certification (Elementary and Special Education) program for all Elementary majors.  The Dual Certification program requires 6 more total credits than the Elementary Certification program. For details on this program, the students should meet with the Director of the QUEST Program.  

Candidates can simultaneously earn an elementary teaching certificate and a second certification in special education through the QUEST dual certification program.  The Dual Certification Program must be started no later than the Sophomore (2nd) year of the QUEST Program.

Program Outline

  1. Candidates in the QUEST program must major in a liberal arts/science discipline. Candidates in the QUEST program must satisfy all general education requirements, and specific departmental requirements for their liberal arts/science major in order to be eligible for a B.A. or B.S. degree in their area of specialization. They must also complete the requirements for the School of Education.  No more than 15 credits in education courses, taken at the graduate level in the junior and senior years, may be applied as dual undergraduate and graduate credit.
  2. At the end of four years, students who have met all requirements will be eligible for a B.A. or B.S. degree and will have up to 15 credits toward their Master of Arts in Teaching degree (which requires a total of 36 graduate credits). Student Teaching occurs in the fifth year.  
  3. The State of NJ requires two (2) semesters of student teaching:  the first semester is part-time and is called Advanced Clinical Practice; the second semester is full-time and is called Apprenticeship Teaching. Upon completion of the Apprenticeship Teaching, students will have met the eligibility requirements for teacher certification. Completion of the master’s degree is not required for certification in New Jersey.
  4. New Jersey teacher certification requires that 6 credits be taken in behavioral sciences (sociology, anthropology, or psychology); and 3 credits be taken in biology, physiology, or health. The courses also may be taken to satisfy college core requirements (foundations and disciplinary perspectives) or the liberal arts /science required courses or electives.
  5. Eligibility for entrance to the QUEST program requires a 3.00 cumulative grade point ratio (CGPR).  The 3.0 GPA must be maintained throughout the program. Additionally, all candidates must pass the Core Academic Skills for Educators exams by the time they complete 60 credits in their program.
  6. In order to complete the Master of Arts in Teaching program in five years, students may need to take courses in summer and winter sessions in years three through five, depending upon their particular liberal arts/science program requirements.

Degree Plan

General Education Requirements – as per University Requirements

Major Requirements – as per requirements for specific major

QUEST (EDUC) Requirements 

Year 1

  • EDUC1108   Seminar in Professional Practice I
  • EDUC2401    Field Experience I
  • EDUC2202     Child & Adolescent Development (course for Dual Certification ONLY)

Year 2

  • EDUC2209   Seminar in Professional Practice II
  • EDUC2402   Field Experience II
  • EDUC3309   Seminar in Professional Practice III
  • EDUC2202   Intro to Special Education Including Autism (course for Dual Certification ONLY)
  • EDUC2202  Classroom Management / Positive Behavior (course for Dual Certification ONLY)

Year 3

  • EDUC3403   Field Experience III
  • EDUC6818  Language Dev & Literacy I (course given credit for both undergraduate and graduate degrees)
  • EDUC6819  Language Dev & Literacy II (course given credit for both undergraduate and graduate degrees)
  • EDUC6820  Problem-Based Strategies in Elem Math (course given credit for both undergraduate and graduate degrees)

Year 4

  • EDUC3404   Field Experience IV
  • EDUC7763   Human Relations and Conflict Resolution (course given credit for both undergraduate and graduate degrees)
  • EDUC6893  Evaluation and Measurement (course given credit for both undergraduate and graduate degrees) 
  • EDUC6792 Assistive Technology in the Inclusive Classroom (course for Dual for Certification ONLY)(course only used toward the MAT degree)
  • EDUC6797  Multisensory Math Instruction for Students with Disabilities (course for Dual Certification ONLY)(course only used toward the MAT degree)

Year 5

  • EDUC6583   Advanced Clinical Practice
  • EDUC6575   Apprenticeship Teaching
  • EDUC6825   Apprenticeship Teaching Seminar
  • EDUC7812   Final Project
  • EDUC6584  Computer as a Teacher’s Aid (for candidates NOT in Dual Certification)(K-6 only certification)
  • EDUC6740  Intro to Students with Disabilities including Autism (course for candidates NOT in Dual Certification)(K-6 only certification)
  • EDUC XXXX#  Approved Graduate Elective (course for candidates NOT in Dual Certification)(K-6 only certification)
  • EDUC6747   Multisensory Reading (course for Dual Certification ONLY)
  • EDUC6750   Teaching in the Inclusive Classroom (course for Dual Certification ONLY)
  • EDUC6793   Education of Students with Moderate to Severe Disabilities (course for Dual Certification ONLY)

Course Descriptions

  • EDUC1108 Seminar designed to integrate professional and personal development, professional practice and academic growth in the following areas: human relations in the school and community education in American society; and organizational process and behavior within the context of the school and community.

  • EDUC2202 This course will overview the developmental changes that can be expected from early childhood to adolescence and the role that contexts especially schools play in promoting this development. Physical, linguistic, cognitive and socio-emotional development of children and adolescents will be discussed. Normative development in these areas will be used as a standpoint from which to examine atypical development(mild, moderate and severe disabilities including autism spectrum discorders.) This course will also provide an overview of the roles that families, peers and schools play in influencing development of children with and without disabilities.

  • EDUC2209 Seminar designed to integrate professional and personal develop- ment, professional practice and academic growth in the following areas: teacher as a reflective practioner, teacher as a profes- sional and teacher as a functionary in the school bureaucracy.

  • EDUC2401 On-site field experience (30 hours)each in public schools and classrooms, focusing on their function, structure and curricula. EDUC 1108 Seminar in Professional Practice I: Teacher's Role in School and Community, EDUC 2209 Seminar in Professional Practice II: Teachers as Educational Leaders and EDUC 3309 Seminar in Professional Practice III: The Functions of Teaching are to be taken prior to field experience relating to appropriate seminar.

  • EDUC2402 On-site field experiences (30 hours each) in public schools and classrooms, focusing on their function, structure and curricula. Concurrent with freshman and sophomore educational seminars: EDUC1108 Seminar in Professional Practice I: Teacher's Role in School and Community, EDUC2209 Seminar in Professional Prac- tice II: Teachers as Educational Leaders and EDUC3309 Seminar in Professional Practice III: The Functions of Teaching.

  • EDUC3309 Seminar designed to integrate professional and personal develop- ment, professional practice and academic growth in the following areas: teacher/student learning styles; dealing with diversity; teacher as decision-maker, manager, problem solver;curriculum issues and assessment.

  • EDUC3403 On-site field experience (60 hours) in public school classrooms, focusing on curricula, instruction and students involved in the learning process; concurrent with junior-year graduate-level education course work in elementary or secondary specialization. Students are assigned a teacher mentor and are expected to pre- pare and teach formal lessons and conduct a student case study.

  • EDUC3404 Field experience in senior year designed as a culminating experience to undergraduate course work prior to apprenticeship (student) teaching. Emphasis on application of field research and the knowledge base developed in previous course work and field experiences to classroom/instructional practice. The student is placed in a school(s) with an assigned school-based teacher men- tor. While in the field (minimum 60 hours), the preservice teacher conducts a research study on the topic of his/her choice (subject to adviser approval) and is required to prepare a final research report on the study and its application to the classroom and instructional practice. An on-site visit/observation of formal teaching also is required by a School of Education faculty supervisor.

  • EDUC6575 This full-semester teaching experience is offered in the spring or fall following completion of field experiences and prescribed courses. This experience exposes the preservice teacher to the functions of teaching under the mentorship of a cooperating teacher and clinical supervision of a School of Education faculty member. The responsibilities of the student teacher increase during the apprenticeship until she/he is conducting the class with full teaching responsibilities.

  • EDUC6583 Guided observation and clinical experience of 125 hours in an educational setting. Program assessment and design. Supervised practical experiences in classroom, increasing in intensity and duration. Orientation to the certification-required portfolio to be submitted at the completion of student teaching and required videotaping of classroom experiences. Intense preparation and analysis of acceptable lesson planning, instruction and engagement of students and assessment of student learning.

  • EDUC6584 This course will focus on how technology can be used in the classroom to address the New Jersey Core Curriculum Content Standards. Students will learn how to use applications such as Microsoft Word, PowerPoint and Excel to support classroom instruction. The Internet will be explored as a tool. Students will explore how instructional technology can be integrated into classroom curriculum to support state and national standards.

  • EDUC6740 Introduction to the student with disabilities and autistic spectrum disorders. Overview of normal growth and development as a basis to identify developmental delays and learning differences. Characteristics of different disabilities and their effects on how children learn. Review of federal, state and local regulations and their effects on local policies, procedures and placement. Transition planning, resources and assistive technology to enhance the performance of students with disabilities and autistic spectrum disorders.

  • EDUC6747 Causes, characteristics and intervention for students with reading disabilities with special emphasis on students with dyslexia. Strategies and related materials for assessment and for instructing students in phonological awareness, word attack, word recognition, fluency, spelling, vocabulary, and comprehension.

  • EDUC6750 The focus of this course will include identifying differing ways of learning of individuals with exceptional learning needs including those from culturally diverse backgrounds, Strategies for addressing these differences, methods for ensuring individual academic success in various settings and the use of research-supported methods for academic and nonacademic instruction of individuals with learning disabilities will be addressed. Topics will include collaborating with families, professional and community agencies in culturally responsive ways, assistive technology and language issues impacting student learning.

  • EDUC6792 This course introduces teacher candidates to technologies that enhance the learning of all students. Assistive technology will be explored to increase access to the general education classroom. Strategies and technologies to address iverse learning needs will be introduced.

  • EDUC6793 This course examines major historical needs, legal mandates and current philosophical issues influencing the education of students with moderate/severe disabilities. Students will develop knowledge regarding the learning, communication, behavioral, social and physical characteristics of these students and the implications of these characteristics on program planning. Evidenced based practices for modifying curriculum, aligning instruction to the general education curriculum, designing and supporting instruction in general education programs, and facilitating social skill development will be emphasized. Students will develop the knowledge and skills related to the use of augmentative and assistive technology, community-based instruction, positive behavior supports, transition planning and home-school collaboration.

  • EDUC6797 Causes, characteristics, and intervention for students with mathematics disabilities. Strategies and instructional materials for assessing and instructing students in calculations, word problems, and fluency.

  • EDUC6818 Recent research and findings in language development and literacy and its application in elementary education will be the focus of this course. Literacy skills in reading and language arts across grade levels for students with varying abilities and cultural and linguistic backgrounds will be included.

  • EDUC6819 Recent research and findings in language development and literacy and applications in social studies and science in the elementary school will be the focus of this course. Literacy across the curriculum will be emphasized.

  • EDUC6820 This course introduces recent research in critical thinking, quantitative reasoning, problem solving, and interdisciplinary problem-based strategies as they apply to mathematics and their application across all elementary subjects. Emphasis is placed on standards-based mathematics curriculum development and instruction in elementary classroom aligned with the NCIM and NJ Core Curriculum Content Standards, highlighting national and statewide efforts to reshape mathematics content, instruction and assessment. Additional emphasis is placed on the central role of mathematics in science instruction and integrating appropriate use of calculators, computers and other technologies as learning tools that are routinely used in instruction and assessment.

  • EDUC6825 Seminar will provide an opportunity to review current theories and practices in education as they directly relate to the students' teaching experiences. This course is taken as a corequisite with EDUC 6575 Apprentice Teaching.

  • EDUC6893 This course emphasizes the use of multiple methods to assess student learning in K-12 classrooms, development and assessment of portfolios and performance-based tasks, and objective and standardized tests. Analysis of assessment information and self-/ peer assessments to enhance teaching and address individual student learning needs is integral to the course. Strategies for evaluation and grading and the use of rubrics are addressed. Emphasis is placed on standards-based instruction and assessment using the New Jersey Core Curriculum Content Standards and statewide assessments as reference points.

  • EDUC7763 This course emphasizes a theoretical and practical framework for decision-making, social problem solving, and conflict resolution strategies as learning experiences that promote student self- management and social responsibility, effective classroom management and positive interactions, among students and adults.

  • EDUC7812 The fundamentals of educational research and the link between theory and practice are explored. Students develop a research proposal that is specific to their needs and interests as practitioners. This course explores the fundamentals of educational research, its value and the links between educational research and practice. Students will conduct a survey of the literature on a selected topic and use higher order thinking skills to develop a research question or series of questions and research proposal.