The Department of Arts is staffed by a community of professional artists with national reputations. The mission of the faculty is to nurture and encourage students' individual growth, development and expression while preparing them to pursue a professional career. After a firm grounding in the foundations, students are mentored in the development of an original body of work in their preferred medium.
The Department of Arts in collaboration with the Department of Education offers a Bachelor of Arts degree in art education. Staffed by professional scholars and artists with national reputations, students learn the theory and practice of education as well as effective educational strategies that prepare them as elementary and secondary teachers. Through in-depth study in the studio, culminating in an exhibition of their personal work developed in the Studio Concentration Seminar students will gain a strong understanding of the artistic process and their own expressive capabilities. Students will leave the program as skilled and confident advocates for the arts with Maine state teaching certification (levels K-12) in the visual arts.
|Required Art Courses|
|ART 100 - Drawing I||3|
|ART 104 - Painting I||3|
|ART 106 - Two-Dimensional Design||3|
|ART 113 - Three Dimensional Fundamentals||3|
|ART 114 - Printmaking||3|
|ART 200 - Advanced Drawing||3|
|ARH 210 - Art History Survey I||3|
|ARH 211 - Art History Survey II||3|
ARH 260 - Renaissance and Baroque Art
ARH 270 - Art in the Modern World
|ART 395 - Studio Concentration Seminar||3|
|One additional courses in studio arts (ART 200-499)||3|
|Art Minimum Required Total Credits||36|
|Required Education Courses|
|EDU 105 - Exploring Teaching||3|
|EDU 110- 21st Century Learning Through Technology||3|
|EDU 202 - Curriculum & Assessment||3|
|SPE 220 - Exceptionality in the Classroom||3|
|EDU 385 - Diversity and Social Justice||3|
|EDU 382- Literacy Research-Based Instructional Methods||3|
|EDU 441 - Methods of Art Education||3|
|EDU 488 - Secondary or Art Ed Practicum||3|
|EDU 498 - Secondary Education Internship and Seminar||12|
|EDU 405- Inclusive Methods and Data Based Decision Making||3|
|Education Minimum Required Total Credits||39|
|Open Elective Courses (as needed to reach 120 credits)||120|
The faculty in the Department of Education are committed to ongoing and frequent observation and involvement in schools. The teacher education programs at UNE have a specific competency-based focus to meet the Maine standards for teacher certification. All students engaged in teacher preparation will spend time in a field setting in each of the semesters for which they are registered for professional education courses. Involvement in the schools will be connected to specific, course-related tasks (e.g., observation, the teaching of lessons, conducting of experiments, administration of assessments, etc.). Transportation to and from schools is the responsibility of the student.
Without specific permission from the Education Department Chair, courses may not be taken during the internship semester, so all required coursework must be completed the semester prior to the internship. Admission to the internship is not guaranteed (see section on “Admission requirements and successful progression in the program”). In addition, the student should have:
- Sufficient knowledge regarding the components of effective instruction.
- Sufficient knowledge of appropriate grade-level content and teaching methods.
- Sufficient knowledge of the developmental needs of students.
- Sufficient knowledge of how to establish and maintain effective cooperative relationships with school personnel, students, and parents.
- Understanding of and empathy for working with students.
- No serious reservations identified on the Student Assessment of Professional Attributes (SAPA) instrument.
The selection of individual internship sites will be made by the Certification and Placement Officer. Geographical location relative to UNE is a consideration. UNE has a collaborative relationship with many districts and selects both schools and teachers based on their interest in and ability to assist interns in demonstrating mastery of the InTASC standards. Placement in an internship is not guaranteed. The Department of Education, through its Certification and Placement Officer, will make a good faith effort to negotiate an appropriate placement. Schools have the right to refuse placement requests. The 15 week student teaching experience must be done in a local Maine Public School that is in an established internship protocol with the University of New England.
PROFESSIONAL EDUCATOR REVIEW BOARD (PERB)
All students enrolled in the internship must demonstrate their teaching competence with respect to InTASC Standards before the Professional Educator Review Board (PERB). The Board is comprised of professional educators from area schools as well as UNE faculty. Students are required to develop a portfolio reflecting their proficiency in meeting these state standards and present and defend the portfolio in front of the Board. Passing the PERB is a requirement for completion of the certification program and subsequently being recommended to the Maine State Department of Education for teacher licensure.
Students in this major can participate in the pre-health graduate school preparation tracks.
Learning outcomes for the Art Education Program conform to the InTASC Model Core Teaching Standards and Learning Progressions for Teachers adopted by the State of Maine. These are listed below.
Additionally the Studio Art component of the program has its own guidelines and specific outcomes.
Teacher Certification Standards as defined by InTASC
Standard One: Learner Development: The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard Two: Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her full potential.
Standard Three: Learning Environments: The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self motivation.
Standard Four: Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners
Standard Five: Innovative Applications of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues.
Standard Six: Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s on-going planning and instruction.
Standard Seven: Planning for Instruction: The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.
Standard Eight: Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.
Standard Nine: Reflection and Continuous Growth: The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.
Standard Ten: Collaboration: The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Standard Eleven: Technology Standards for Teachers - (NETS.T): Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers will meet the following standards and performance indicators.
We offer qualified students the option of graduating with Honors. This includes significant research, scholarship or creative activity under the direction of a faculty member. Interested students should consult with their major advisor.
Courses completed at another accredited college can be transferred to this degree program. Transferred courses must be reasonably close in scope and content to the required courses offered at UNE in order to count as exact equivalents. Otherwise, they may transfer as general electives. All courses completed must be no older than five years. Other restrictions apply. See Undergraduate Admissions also.
Candidates for all undergraduate education programs not already possessing a bachelor’s degree must meet the core requirements of the College of Arts and Sciences and the requirements for their major. Elementary/middle certification requirements for the major rests solely within the Department of Education. Secondary certification students and art education students must meet two sets of major requirements involving their content major as well as the requirements for professional certification.
Each undergraduate student will be reviewed for admission to advanced standing when s/he has completed approximately 60 credit hours. Advanced standing is earned by achieving minimums of a 3.0 cumulative grade point average in professional education courses with no course grade below a C; 3.0 in content area classes for those pursuing secondary or art education certification; and a 2.5 cumulative grade point average across all courses including the core curriculum and electives. Grade point averages will be calculated using only courses taken at UNE (the cumulative grade point average) and using transfer courses if accepted as a part of the professional program (the cumulative professional grade point average). Students who do not meet these grade-point average requirements must improve their grade-point average before continuing in education courses, or change their major to Education Studies. If a grade below C- is attained in a professional education course, that course must be retaken until at least a C- is received before additional education courses can be taken.
At the time of the 60-credit review, students must pass the Praxis I Core Academic Skills for Educators using the state of Maine minimum scores. Undergraduate transfer students who bring in more than 60 transfer credits have up to one semester to pass Praxis I. If Praxis I is not passed at the time of these deadlines, the student must change his/her major to Educational Studies.
No student will be able to student teach without showing evidence of passing PRAXIS II. All students must show evidence of passing Praxis II before the internship application deadline, which is February 1st for a Fall internship and October 1st for a Spring internship. Students who can not show evidence of passing all sections of PRAXIS II are required to change their major to Educational Studies.
Students may obtain PRAXIS I registration information and Praxis II registration information from the Department of Education office or from the Educational Testing Service website: www.ets.org.
In addition to these achievement requirements, students admitted to UNE's teacher education programs are assessed systematically for the purpose of determining their professionalism and suitability for teaching. Students complete self-assessment SAPA each semester through advising and these are reviewed by faculty. If serious reservations arise, a committee will convene to determine a student’s continuance in the program. Finally, students must pass the Professional Education Review Board (referenced later in this section of the catalog) at which competency in the InTASC teaching standards must be shown.
All certification coursework including the internship should be completed within a five-year timeframe. A delay beyond the five years might warrant the retaking of course work. Furthermore, if state certification requirements change prior to your completion even within the five year timeframe, those changes must be incorporated into a revised plan program in order to meet state certification regulations.
COURSE WITHDRAWAL POLICY
In the fall, spring, and summer semesters, a student may withdraw from a course without academic penalty with a grade of W at any time during the first two-thirds of the semester as specified in the current academic calendar. If withdrawal occurs after that date, the grade of WP (withdrew passing) or WF (withdrew failing) will be entered. The grade of WF is computed in the grade point average.
An Incomplete (I) grade may be given by the instructor to a student, who is doing passing work in a course, but who, for reasons beyond his/her control, is not able to complete the work on time. The Incomplete grade must be changed within the time limit determined by the instructor and may not extend beyond six weeks following the end of the semester or 30 days following the end of an eight-week session. Until changed, the Incomplete grade defers computation of credits and grade points for the course to which it is assigned. Failure to complete the work before the deadline date, or within the time imposed by the instructor, results in the assignment of an administrative F grade for the course. Once an Incomplete grade is removed, academic standing will be updated according to dean's list, good standing or probationary standards.
All coursework, including the internship, should be completed within a five-year timeframe. A delay beyond the five years might warrant the retaking of course work. Furthermore, if state certification requirements change prior to your completion even within the five-year timeframe, those changes must be incorporated into a revised program plan, in order to meet state certification regulations.
Tuition and Fees
Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.