University of Findlay

What you'll study

This programme integrates foundations of education with level‑and‑subject-specific methods and ongoing professional development. Core study areas include learning theory and child/adolescent development; curriculum design and instructional planning; assessment and data‑driven instruction; classroom management and culturally responsive pedagogy; and legal/ethical aspects of teaching. Students take method courses tailored to the specific levels and methods they seek (for example, early childhood, elementary, middle childhood, adolescent to young adult, or subject‑specific methods such as mathematics, science, social studies, or English language arts).

Practical experience is central: coursework is complemented by progressive field placements, practicum experiences, and a culminating student teaching semester in partnership with local schools. Modules and typical course topics include:

• Foundations of Education – history and philosophy of education, sociology of schooling, diversity and inclusion in classrooms.
• Child and Adolescent Development – cognitive, social, emotional development across age ranges relevant to the chosen level.
• Instructional Methods – subject and level‑specific pedagogy, lesson planning, differentiated instruction and use of educational technology.
• Assessment and Evaluation – formative and summative assessment design, interpreting data to inform instruction.
• Classroom Management – positive behaviour supports, classroom routines, and establishing inclusive learning environments.
• Special Education and Inclusive Practices – basics of special education law, Individualised Education Programmes (IEPs), co‑teaching strategies.
• Professional Development and Leadership – reflective practice, professional growth planning, mentoring and coaching skills for ongoing teacher development.
• Field Experiences and Student Teaching – multiple graded placements culminating in an extended student teaching placement with supervisor feedback and seminar integration.

Entry requirements

Applicants are normally expected to hold a high school diploma or equivalent and meet the University of Findlay’s general undergraduate admission standards. Typical programme‑specific expectations include a competitive cumulative GPA, submission of official transcripts, and a personal statement outlining motivations for teaching and preferred levels/methods.

Additional requirements for entry to the professional phase of the programme (teacher education admission) commonly include completion of core prerequisite courses, a minimum GPA in coursework, background checks and health immunisation documentation required by placement schools, and satisfactory faculty references or recommendation letters. Some routes may request interview or teaching‑related observations. Standardised test requirements are subject to university policy and may be optional.

Career prospects

Graduates are prepared for state teacher licensure and entry into classroom teaching positions at the level(s) and subject area(s) aligned with their programme specialism. Common first roles include:

• Elementary, middle or secondary classroom teacher (grade placement dependent on certification route)
• Subject‑specific teacher (for example, secondary mathematics, science or English)
• Special education teacher or inclusion support staff (with appropriate additional qualifications)
• Instructional coach, curriculum specialist or professional development coordinator within schools or districts
• Educational consultant, tutor or content developer for educational publishers

Many graduates also pursue postgraduate study (master’s in education, educational leadership, curriculum and instruction) to move into administration, higher‑level curriculum roles, or specialised areas such as literacy, STEM education or school counselling.

Why study at University of Findlay

The University of Findlay offers a teacher education programme characterised by small class sizes, personalised faculty mentoring and strong ties with regional schools for placements and student teaching. The curriculum emphasises applied learning: students gain multiple in‑classroom experiences, regular feedback from cooperating teachers and supervisors, and opportunities to develop professional portfolios and continuing‑development plans.

Students benefit from an education faculty experienced in contemporary pedagogy and professional development practices, and from campus resources such as technology labs, special education practicum sites and career services that support licensure and job placement. The programme is structured to support candidates through course sequencing, advisement for certification requirements, and preparation for the transition into the teaching profession or further study.