Undergraduate Minor in Education

Undergraduate Education Minor

The Program

For undergraduate students at the University at Buffalo interested in pursuing initial teacher certification to be able to teach in New York State preK-12 public schools, the education minor functions as an introduction to the education profession so that undergraduate students may explore the possibility of a career in teaching. The education minor provides an opportunity for undergraduate students to begin to develop pedagogical knowledge essential for effective teaching and it allows a head start on the course work leading to initial teacher certification through the University at Buffalo's graduate-level initial teacher certification program. This minor cannot in itself lead directly to initial teacher certification.

Acceptance Criteria

Students must formally apply to the education minor (see below for the link to the application form, which contains information regarding the application process). The minimum GPA for admission is 2.5.

Course Work

The education minor consists of 19 credits: three required courses and three elective courses.

Required Courses

Educational Foundations (10 credits):

  • LAI 350 Introduction to Education (4 credits)
  • CEP 400 Educational Psychology (3 credits) *
  • ELP 405 Sociology of Education (3 credits) *, +

Electives

At least 9 credits (3 courses) chosen from the following electives:

  • LAI 205 Introduction to Child Development & Learning +, #
  • LAI 414 Language, Cognition, and Writing *
  • LAI 416 Early Childhood Education Theory & Practice
  • LAI 474 Teaching the Exceptional Learner +, #
  • LAI 490 Seminar and Practicum in Early Childhood #
  • CEP 401 Introduction to Counseling
  • CEP 404 Introduction to the Rehabilitation of Substance Abuse & Addiction
  • CEP 453 Introduction to Rehabilitation

*  May be applicable to Adolescence initial teacher certification program at UB
+  May be applicable to Childhood initial/professional teacher certification program at UB
#  May be applicable to Early Childhood initial/professional teacher certification program at UB

Recommended Sequence of Courses

Sophomore or Junior Year

  • LAI 350 (prerequisite for CEP 400, ELP 405, and LAI 414)

Junior and Senior Years

  • CEP 400 (prerequisite for LAI 414), ELP 405, and three elective courses

The first course in the education minor, LAI 350, is an introductory course that provides a foundation for the other education course work and includes early field experiences. The remaining courses may be applicable to the graduate-level program leading to initial teacher certification (course-by-course applicability is indicated in the above-listing of courses). For example, students who successfully complete CEP 400, ELP 405, and LAI 414, and who later enroll in the graduate-level program leading to initial teacher certification for adolescence (grades 7–12) education, may include these courses in their course work toward initial teacher certification, thus reducing by nine credits the required course work in the graduate-level program.

Professionalism

Because the education minor functions as an introduction to the education profession, students enrolled in the education minor must begin to consider the meaning of professionalism and must begin to demonstrate professionalism, especially as related to their fieldwork in schools and other educational organizations as well as in university-based course work.

Professionalism comprises a variety of matters and although it is often difficult to comprehensively define, teach, and assess professionalism, the following offers some concrete descriptions that set a minimum standard of expected professional conduct.

As students in the education minor visit and work in schools/organizations, they acquire specific information about students, teachers, school systems, etc. This information is available for professional development only—there can be no sharing of information outside the professional context. In reacting to what is observed, students are reminded that they have very limited experience in a setting about which they might be tempted to make judgments or generalizations. This means that while they are expected to share their observations and interpretations with other students and their instructors during courses in the education minor, such discussions are inappropriate with individuals who are not involved with the education minor or in settings where others might misinterpret their comments. Without considerable experience as a teacher and observer and without full information about a particular situation, it is easy to misunderstand what is happening and why. Inappropriate sharing of information, including the public representation of students, teachers, school systems, etc. through the Internet, constitutes a lack of appropriate professional conduct.

In addition to a restrained approach to the sharing of information, when going to schools/organizations, students are expected to demonstrate basic professional competencies as would be expected of practicing teachers, including the following: arrive in a timely manner, present themselves in a professional manner as related to their dress, personal appearance, and hygiene, and maintain a courteous and respectful relationship with school/organization personnel, students, parents/guardians, etc. Failure to consistently demonstrate these competencies constitutes a lack of appropriate professional conduct.

When going to schools/organizations, students are reminded that they are guests and therefore they must follow all applicable school/organization policies and procedures. A school/organization may refuse entry to a student who has violated a school/organization policy and/or procedure, and depending on the circumstance of the removal, a student may be dismissed from the course with which the fieldwork is associated and/or dismissed from the education minor.

Throughout their experiences in schools/organizations, students are reminded that the Graduate School of Education is committed to preparing teachers to teach all students in the public school system throughout the state of New York. As such, students must approach their fieldwork and course work with a commitment toward this goal and must act in a manner that is consistent with this goal. Engaging in actions inconsistent with this goal constitutes a lack of appropriate professional conduct.

Additional examples of unprofessional conduct include, but are not limited to, the following: disorderly, violent, or threatening conduct, including conduct outside of the school/organization; conduct that endangers the safety, health, or welfare of others, including conduct outside of the school/organization; use of alcohol/drugs during school/organization hours or at school/organization events or preceding school/organization hours/events such that they remain under the influence while attending school/organization hours/events; provision of alcohol/drugs to students in the school/organization; intimate and/or sexual contact with students in the school/organization; inappropriate social contact with students in the school/organization (including via e-mail, the Internet, text messaging, and/or other forms of electronic/digital communication); explicit violation of students' civil rights; as well as an expressed intent or an encouragement of others to engage in any of the above conduct.

Throughout their undergraduate career, students are expected to interact with and represent UB faculty, staff, and students in a professional manner consistent with UB policies and in line with the above expectations of professional conduct within schools/organizations. To do otherwise constitutes a lack of appropriate professional conduct.

Application

Download the Undergraduate Education Minor Application (form is typeable)

Contact Information

For questions regarding the education minor, contact:

Teacher Education Institute
Graduate School of Education
University at Buffalo
375 Baldy Hall
Buffalo, NY 14260-1000
Telephone: (716) 645-2461
Fax: (716) 645-3631

Staff Listing

TEI Staff listing is available here.

Graduate Initial Teacher Certification Program

If, upon completion of your undergraduate degree, you intend to apply to the graduate-level program leading to initial teacher certification, be sure to appropriately plan your undergraduate course work so that you will have met the admissions requirements as related to the undergraduate major and content-area distribution as well as the general education core in liberal arts and sciences. For information regarding these requirements, see the requirements page.

For information regarding application to the graduate-level program leading to initial teacher certification, contact:

Office of Graduate Admissions and Student Services
Graduate School of Education
University at Buffalo
366 Baldy Hall

Buffalo, NY 14260
Telephone: (716) 645-2110
Fax: (716) 645-7937
Email: gse-info@buffalo.edu