DEPARTMENT OF ELEMENTARY EDUCATION (34)

María de los Angeles Torres , Director

Faculty: Mildred Emmanuelli de Muñoz, Nylda Monsanto Villalí, Rosany Rodríguez.

Part-time faculty: Maribel Alvarado, Alma López, Haydeé Piris, Alberto Ortiz, José Rivera

    1. To develop a sense of genuine, authentic human values among the future teachers and an
        awareness of their responsibility as students and as future professionals.

    2. To prepare competent, effective elementary teachers to work in the public and private
        schools of Puerto Rico.

    3. To contribute to the development of useful citizens through a sound and solid professional
        formation.

    4. To develop competence in the students through specialized education to enable them to
        pursue graduate studies in the teaching profession.

    5. To develop teachers who demonstrate a knowledge of the educational philosophy of
        Catholic Schools:

            a) academic excellence

            b) genuine Catholicity

The Department of Elementary Education offers programs for the preparation of elementary
school teachers leading to a Bachelor of Science in Education with a concentration in:

    A. General Education

    B. Early Childhood Education

    C. Visual Arts

    D. Special Education

            1. Communication Problems

            2. Mildly Handicapped

            3. Severely Handicapped

    E. English

    F. Music

    G. Physical Education

(See Physical Education Department requirements)

REQUIREMENTS FOR THE BACHELOR OF SCIENCES IN 
ELEMENTARY EDUCATION PROGRAM

Courses Required in General Education Credits

NOTE: All the Education courses and the Concentration courses must be approved with
              a "C" or higher grade. In accordance with the Bylaws for Teacher Certification stated by the
              Department of Education of Puerto Rico, the student is required to hold an average
              of 2.50 from a 4.00 scale in both general index and concentration.

REQUIREMENTS FOR THE BACHELOR OF SCIENCES IN ELEMENTARY
EDUCATION IN GENERAL EDUCATION

REQUIREMENTS FOR THE BACHELOR OF SCIENCE IN ELEMENTARY
EDUCATION IN EARLY CHILDHOOD

Courses Required in General Education 

NOTE: All the Education courses and the Concentration courses need to be approved with
              a "C" or higher grade. In accordance with the Bylaws for Teacher Certification stated by the
              Department of Education of Puerto Rico, the student is required to hold an average
              of 2.50 from a 4.00 scale in both general index and concentration.

REQUIREMENTS FOR THE BACHELOR OF SCIENCES IN
ELEMENTARY EDUCATION IN VISUAL ARTS

Courses Required in General Education

COURSES	CREDITS
Rem. Eng.* 110, 114, 115	9
Rem. Span.* 131, 132, 205	9
Hum. 103-104	6
Hist. 253, 303	6
Theol. 120-121, 220	9
Phil 207, 312, Ed. 430	9
Pol. Sci. 110, Soc. Sc. 110	6
Gen. Sci. 117or 199, 118 or 120	6
Phys. Ed. 105-106-205	4
Math. 119 or 120	6
Music 102 or Educ. 307	3
Orientation	0
Total 73

*Only when needed.

	CREDITS
Core Curriculum of the College
Ed. 101, 200, 203, 204, 270, 313, 328, 340, 370, 411, 431	33
Concentration Courses
Art 201, 205, 250, 255, 350, 351, 356, 360, 362, 365, 370	24
Elective Courses in Arts	6
Total 136

NOTES: All the Education courses and the Concentration courses need to be approved with a "C"
               or higher grade. In accordance with the Bylaws for Teacher Certification stated by the
               Department of Education of Puerto Rico, the student is required to hold an average of
               2.50 from a 4.00 scale in both general index and concentration.

NOTE:  The Department of Education of Puerto Rico, through its Teacher Certification Office,
               requires additional courses in the areas of visual arts, theater arts and musical arts.

REQUIREMENTS FOR THE BACHELOR OF SCIENCE IN ELEMENTARY
EDUCATION IN SPECIAL EDUCATION

Courses Required in General Education

COURSES	CREDITS
Rem. Eng.* 110, 114, 115	9
Rem. Span.* 131, 132, 205	9
Hum. 103-104	6
Hist. 253, 303	6
Theol. 120-121, 220	9
Phil 207, 312, Ed. 430	9
Pol. Sci. 110, Soc. Sc. 110	6
Gen. Sci. 117or 199, 118 or 120	6
Phys. Ed. 105-106-205	4
Math. 119 or 117, 120 or-118	6
Education 106	2
Orientation	0
Total 72

*Only if needed.

Core Curriculum of the College

        Ed. 101,200, 203, 204, 270, 300, 308, 328, 340, 363, 445 .................33

Concentration Courses

    A. Communication Problems

        Ed. 152, 206, 207, 309, 343, 352, 366, 383, 385, 420, 411, 434.........36

                                                                                                                Total 141

    B. Mildly Handicapped

        Ed.152, 206, 207, 309, 352, 364, 366, 369, 408, 411, 434.................. 33

                                                                                                                Total 138

        Ed.152, 206, 207, 309, 352, 366,367, 405, 411, 434...........................33

                                                                                                                Total 138

NOTE: All the Education courses and the Concentration courses must be approved with
             a "C" or higher grade. In accordance with the Bylaws for Teacher Certification
             stated by the Department of Education of Puerto Rico, the student is required to
             hold an average of 2.50 from a 4.00 scale in both general index and concentration.

REQUIREMENTS FOR THE BACHELOR OF SCIENCES
IN EDUCATION IN ENGLISH

Courses Required in General Education 

COURSES	CREDITS
English 114- 115-223	9
Rem. Span.* 131, 132, 205	9
Hum. 103-104	6
Hist. 253, 303	6
Theol. 120-121, 220	9
Phil 207, 312, Ed. 430	9
Pol. Sci. 110, Soc. Sc. 110	6
Gen. Sci. 117or 199, 118 or 120	6
Phys. Ed. 105-106-205	4
Math. 119-120	6
Education 106 or 108	2
Orientation	0
Total 72

REQUIREMENTS FOR THE BACHELOR OF SCIENCE IN EDUCATION IN MUSIC

Courses Required in General Education

NOTES: All the Education courses and the Concentration courses need to be approved with
                a "C" or higher grade. In accordance with the Bylaws for Teacher Certification stated by the
                Department of Education of Puerto Rico, the student is required to hold an average
                of 2.50 from a 4.00 scale in both general index and concentration.

                The Department of Education of Puerto Rico, through its Teacher Certification Office,
                requires additional courses in the areas of visual arts, theatre arts, and musical arts.

ED. 106 - MUSIC IN THE ELEMENTARY SCHOOL

Study of music in the elementary school curriculum. Theory and practice of general principles
of music. Morphology and analysis of music related to different school levels. Methodology
for teaching music.

2 hours, 1 semester, 2 credits

Analysis of the curricular areas that comprise the Visual Arts Program in the elementary level.
Emphasis is given to the techniques, objectives, and attitudes in the teaching of Visual Arts to
elementary school students (4th to 6th graders).

2 hours, 1 semester, 2 credits

Introduction to the teaching of science in the elementary grades (K-6). Emphasis on modern
methods and techniques. Global vision of the private and public school program in Puerto
Rico. Review of curricular material to the level attainable in one semester. Discussion of
moral and religious aspects from the standpoint of the mission of the University.

3 hours, 1 semester, 3 credits

Analysis of the philosophy, goals and competencies of the Mathematics Program in levels
1 to 6. Study of the mathematics curriculum based on the standards highlighted by the
National Council of Mathematics (NCYM). All class activities are geared toward the basic
principles of the revision of the Program: relevance to education, development of thought
and values education. Discussion of evaluation techniques that evidence the application of
mathematics in logical reasoning and as an effective means of communicating ideas.

3 hours, 1 semester, 3 credits

Study of the curricular content and methodology for teaching social studies in the elementary
school. The objectives of the program, audiovisual materials, development of geographical
concepts, and modern educational trends and controversial issues are discussed from a
Christian viewpoint.

3 hours, 1 semester, 3 credits

To be taken concurrently with the professional internship. Analysis of the situations and
problems encountered in the internship using the seminar approach through group and
panel discussions, films, resource persons, observations, simulation, and role-playing 
situations, among others.

1 hour, 1 semester, 1 credit

Analysis of the teaching-learning process of the language arts in the primary grades (K-3).
Development of basic language skills to achieve mastery of the mechanics, comprehension
and interpretation of reading and writing, grammatical aspects, composition, and creative
writing.

3 hours, 1 semester, 3 credits

ED. 207 - LANGUAGE ARTS AND READING IN THE ELEMENTARY GRADES (4-6)
Requisite: (34) Ed. 206, (46) Ed. 101, (46) Ed. 200, (05) Span. 131, (05) Span. 132

Theoretical background of the reading process and its relationship to written language skills,
as well as some basic aspects of children's literature. Includes the stages of enrichment and
refinement of the skills of comprehension, interpretation and the quality of silent and oral
reading corresponding to the fourth, fifth, and sixth grades of elementary education. Emphasis
on the diagnosis and correction of language and reading defficiencies. Analysis of grammatical
aspects, comprehension, and writing skills.

3 hours, 1 semester, 3 credits

Study of the principles that govern the teaching of English as a second language and their
application to the curricula of public and private elementary schools in Puerto Rico. Preparation
of lesson plans, use of audiovisual aids and evaluation techniques. Laboratory experiences
through real school classroom observations in order to enhance relationships between theory
and practice.

3 hours, 1 semester, 3 credits

Supervised teaching practicum at an elementary school. The student will attend a school setting
three consecutive hours, five days a week during a complete semester. Direct supervision is
provided by the cooperating teacher and periodic supervision is given by a university supervisor
who will be directly responsible for the evaluation of the professional growth of the intern.

15 hours, 1 semester, 5 credits

Study of specific learning disabilities, comparing them with other deficiencies and factors affecting
academic achievement. Discussion of specific deficiencies in areas such as language, reading,
writing, and mathematics. Knowledge of basic terminology used in the field. Characteristics of
the child, the relevant procedures for identification, diagnosis and treatment. Emphasis on
professional development and competencies in a Christian framework consonant with the role of
a good educator.

3 hours, 1 semester, 3 credits

Comparison and contrast between second language acquisition and learning of the native
language. Influence of psychological, sociological, and environmental factors in second
language acquisition as related to the four language arts in Spanish and English. Related
research and its educational implications. Analysis of the impact of such content related to
moral and spiritual values as presented through cultural insights. Laboratory experiences
(demonstration classes; class observation; analysis of examples; among others.)

3 hours, 1 semester, 3 credits

Modern techniques in the development of rhythmical skills. Creative improvisations for the
enrichment of music education programs in the elementary levels and junior high. Creativity
and enrichment of dance and rhythmical exercises for the lower and upper elementary grades.

3 hours, 1 semester, 3 credits

Seminar/workshop designed for elementary school teachers. Includes performances, pantomimes,
recitation, puppet theater, storytelling, and stage techniques adapted to the classroom. Creative
experiences directed toward training the future teacher to enhance the development of creative
impulses, intelligences, and knowledge in their students. Methods to aid students in discovering
themselves and others, leading to a comprehension of the environment. Special emphasis will be
given to moral and Christian values.

3 hours, 1 semester, 3 credits

Study of the stages of the creative development in children in preschool and early childhood grades
(K-3). Recommended techniques to develop and assess the child's creativity during early childhood.
Emphasis on the stimulation and development of children's creative expression through the arts.
Correlation of creative arts with other curricular areas such as music, arts, drama and body
movements.

3 hours, 1 semester, 3 credits

The course includes a basic background on physical education in the area of special education.
The student learns about the experience of the development and conditioning of the human
body through sensory, motor, psychomotor, and perceptual motor activities. Laboratory 
xperiences in physical education in various situations and different settings covering all types
of limitations.

3 hours, 1 semester, 3 credits

Study of the basic principles of child development from birth to 8 years of age. Includes the main
psychological theories from psychoanalytic, behavioristic and humanistic perspectives. Study of
physical, intellectual, emotional and social development typical of each stage of child development.

3 hours, 1 semester, 3 credits

Study of the physical, emotional, social, and psychological factors that comprise the nature of
children and young adults with communication problems. Analysis of the categories, abilities,
and services necessary to cover their education necessities in a less restrictive environment 
according to their Individualized Education Program. Discussion of the importance of active
involvement of parents and team teaching among regular teachers and other professionals in
the rehabilitation as well as the education process of the students. Emphasis on counseling and
education for handicapped students, parents and the general community. Laboratory 
experiences are included.

3 hours, 1 semester, 3 credits

Course designed for teachers and personnel in the field of early childhood and elementary
education. Includes the historical development of the early childhood concept, the historical
antecedents and actual trends in early childhood and elementary education. The child as a
human being in continuous development and the responsibility of the teacher in providing a
stimulating environment where proper practices take place within the differenr existing models.
Study of the legal background of early childhood and elementary education. General orientation
on different professional organizations such as APENET and NAEYC which support early
childhood education. Study of the Code of Ethics of both organizations. Practice experiences
in different programs in the field of early childhood education.

3 hours, 1 semester, 3 credits

Course designed to prepare teachers to successfully work in early childhood educational programs
utilizing appropriate practices for early childhood children. Integrated approach of the curricular
areas based on children's literature for the early childhood level taking into consideration parameters
such as interests, abilities and particular needs. Direct contact with texts, guides, and recent 
publications for the selection of educational activities and the preparation of didactic materials. 
Grouping modalities, team work and literature approaches. Practice experiences in the environment
of early childhood.

3 hours, 1 semester, 3 credits

3 hours, 1 semester, 3 credits

Analysis of high-risk factors in the prenatal, prenatal, and postnatal stages. Discussion of the
importance of early intervention and the education of infants toddlers and handicapped children
(from birth to five years). Study of federal laws 94-142, 99-457 (Parts H and B) and Puerto Rico
law No. 21; Inclusion and transition process; Family Intervention plan and Individualized
Education Plan. Revision of the required teachers' competencies. Interdisciplinary and
transdisciplinary approach centered in the family, infants, toddlers, and handicapped, high-risk
preschool children.

3 hours, 1 semester, 3 credits

Study of the purpose and significance of physical education in curricular planning, the
organization and evaluation of physical education programs in the elementary level. Analysis
of the curriculum, the methods and recommended materials for the teaching of physical education
at the elementary school.Particular attention is given to moral and spiritual values of the teacher.
Emphasis on the trends, techniques and principles that govern the teaching of modern physical
education. Individual and group activities for children fron kindergarten to sixth grade. Laboratory
experiences related to the topics under study.

3 hours, 1 semester, 3 credits

Application of linguistics to the central factors of English phonology, morphology, and syntax.
Analysis of curricular materials utilized for teaching ESL at the elementary and secondary levels.
Includes lesson planning and production of didactic materials. Particular emphasis is given to
educational practices for the teaching of English to non-speakers of the language. Laboratory
experiences and demonstrations.

3 hours, 1 semester, 3 credits

Study of the nature and process of learning to read in a second language and the psychological
influence of the social environment. Theoretical background, reading principles and analysis of
reading texts utilized at the elementary and secondary levels. Discussion of related research and
its educational implications. Laboratory experiences and demonstrations. Application of teaching
techniques to the reading process.

3 hours, 1 semester, 3 credits

Study of different procedures, techniques as well as evaluation and assessment instruments that
are used with the population of handicapped children. Integration and application of the assessment
process results for the identification of the least restrictive alternative and the elaboration of
individualized education programs. Workshop experiences for the preparation of diagnostic
instruments at classroom level. Development of professional competencies and humanistic values
concerning a particularly Christian. 

3 hours, 1 semester, 3 credits

Study of the physical, emotional, social, and psychological factors that comprise the nature of
children and young adults with mild handicap. Analysis of the categories, abilities, and necessary
services to cover the educational necessities in the least restrictive environment according to the
students' Individualized Education Program. Discussion of the importance of active participation
of parents and support of team work with regular teachers and related personnel in the education
process of these students. Observation experiences are provided through an educational laboratory.

3 hours, 1 semester, 3 credits

Study and analysis of the principles and techniques used in behavior modification, especially
for special education students. Analysis of the different types of reinforcements and their
application to contracts, feedback, modeling, among other aspects. Preparation of behavior
modification programs based on observation techniques, register, and measurement that aim
toward the improvement of self image and self-esteem of the students in a responsible and Christian
manner.

3 hours, 1 semester, 3 credits

Study of the physical, emotional, social, and psychological factors that comprise the nature of
children and young adults with severe and/or acute disabilities. Analysis of the necessary
categories, abilities, and services to cover their educational necessities and of integration in the
least restrictive environment according to their Individualized Education Program. Discussion
of the importance of active participation of parents and team work of related professionals in
the education and therapeutic process of these students. Observation experiences are provided
through educational laboratories.

3 hours, 1 semester, 3 credits

Discussion of the adaptation process of the regular curriculum to the educational necessities of
the students with mild disabilities taking into consideration their strengths and necessities as well
as the goals and objectives of their Individualized Education Program. Workshops for the
development of curriculum modifications, application of methods, techniques and preparation of
didactic materials according to situations given. Emphasis on instructional strategies relevant to
this student population with mild disabilities. Demonstrations of team work encompassing 
regular teachers, parents and other professionals. Discussion of administrative processes
inherent to special education.

3 hours, 1 semester, 3 credits

Philosophy, functioning, and projections of the Visual Arts Program. Analysis of the art teacher
functions and the application of pedagogical principles in the artistic education at the elementary
and secondary levels. Laboratory experiences in teaching planning and demonstration classes
using the areas that comprise such program.

3 hours, 1 semester, 3 credits

Study of the trends, strategies, methods, and techniques recommended for the teaching of
music in the elementary and secondary schools. Study of the music curriculum of each school
level. Emphasis on creative activities, the use of audiovisual aids and the techniques for the
performance of these activities in the classroom. Laboratory experience to show greater 
significance and insights to themes discussed in class.

3 hours, 1 semester, 3 credits

Discussion of the etiology, evaluation, diagnosis, and treatment of language and speech
problems encountered in student population. Study of the basic speech principles to identify
possible problems and offer rehabilitation help by means of techniques, methods, and
specialized materials. Emphasis on the active participation of parents, regular teachers, and
other professionals for the fulfillment of instructional objectives. Discussion of the rights and
related services that Federal Law 94-142 and Puerto Rico Law No. 21 stipulate for the
students with language and speech problems.

3 hours, 1 semester, 3 credits

Analysis of the nature of auditory impediments; the social, educational, and psychological
implications, as well as the communication systems; and the variations in the use of sign 
language. Experiences and supervised practices in the acquisition and comprehension of
sign language as an instrument of communication and socializing agent between the hearing
and hearing-impared populations. A pragmatic-humanistic theoretical framework is emphasized.

3 hours, 1 semester, 3 credits

Study of behavior aspects of students with severe and/or acute disabilities including their
integration to school and the community as well as communication skills, personal and social
behaviors, generalized problems, and management of such aspects. Non-traditional preschool
programs. Curriculum and instructional modifications of the regular classroom practices. A
practical instructional emphasis based on the student's milieu. Discussion of vocational and
employment alternatives. Development and adaptation of didactic materials and self help.
Demonstrations of performance in team work with regular teachers, parents, and other
professionals including community resources. A humanistic and Christian approach.

3 hours, 1 semester, 3 credits

Emphasis in prescriptive education in accordance with the condition of the mildly handicapped
child. Case analysis as well as the analysis of resources and services available for the maximum
integral development of the student within the least restrictive alternative. Revision of the
curriculum and of the diverse approaches, methods, activities, and materials that apply to the
cases studied. Evaluation of the inclusion process to regular classrooms. Active participation
of parents in the education process of their children with mild handicap. Experiences and
supervised practices in the preparation of Individualized Education Programs and the
performance of activities directed towards the achievement of goals and objectives through
daily planning.

3 hours, 1 semester, 3 credits

Study of the development of programs for early childhood population. Emphasis given to the
involvement of parents and the community services that support the provision of services to
early childhood populations. Procedure manuals and appropriate practices for the educational
management of these children are included. It also includes the discussion of the existing
procedures for design, administration, and operation of preschool centers. Emphasis on the
study of preparation of budget, selection, and purchasing of equipment in compliance with the
requisites established by the Department of Education of Puerto Rico and the NAEYC.

3 hours, 1 semester, 3 credits

To be taken concurrently with the Senior Professional Internship. Analysis of the problems
encountered in the student-teaching experience. Analysis of the problems encountered
in the student learning experience using seminar-technique approach through group and panel
discussions, use of films and resource persons, planned observations, and seminars on role-playing
techniques for professional development.

1 hour, 1 semester, 1 credit

Emphasis on the education prescription according to the nature of the communication impediment
of the child. Case analysis approach. Analysis of resources and services available to assure
maximum integral development of the student within the least restrictive alternative. Revision
of the curriculum and of the different approaches, methods, activities, and materials used in the
teaching and correction of communication problems. Evaluation of the inclusion process 
effectiveness in the regular classroom and of the active participation of parents in the rehabilitation
process. Practical and supervised experiences in the preparation of Individualized Education
Programs and the performance of activities directed toward the fulfillment of goals and objectives
through daily planning.

3 hours, 1 semester, 3 credits

Emphasis on prescriptive education according to the severity of the child's condition and the
development areas affected by the condition. Case analysis approach. Analysis of resources
and services available to strive to assure assure maximum integral development of the student.
Revision of the curriculum and of the different approaches, methods, activities and materials
that apply to the diversity of cases studied. Evaluation of situations, placement alternatives,
management, and teaching or training of students with severe disabilities. Emphasis on the active
participation of parents and other professionals in related areas such as health, language, and
psychology among others. Practical and supervised experiences in the preparation of Individualized
Education Programs and the performance of activities directed toward the fulfillment of goals and
objectives through daily planning.

3 hours, 1 semester, 3 credits

Study of the latest developments or trends in teaching. Program approaches, methodology, and
modern trends in education. Analysis of innovative programs in progress in Puerto Rico. Study
of research findings with regard to innovative education. Possibilities of practical application,
both in Puerto Rico and the United States. Analysis on how these trends affect the development
of Christian values.

3 hours, 1 semester, 3 credits

Study, analysis and interpretation of legislation and jurisprudence with regard to teachers,
students, and parents in the public and private educational systems of Puerto Rico. Emphasis
on the most recent legislation. Special attention to legislation directly or indirectly related to
the development of values and possible conflicts that may emerge between state and
ecclesiastical laws (e.g., divorce, abortion, among others). Discussion of relevant cases in the
United States and other countries.

3 hours, 1 semester, 3 credits

Practical application of teaching, knowledge, methods, and techniques studied in education
courses under the direct supervision of a cooperating teacher. Preparation of didactic materials,
official documents, and classroom didactic decoration. Periodic evaluations of a university
supervisor who will be directly responsible of evaluating the professional growth of the intern.

15 hours, 1 semester, 5 credits

Practical application of knowledge, methods, and techniques studied in education courses under
the direct supervision of a cooperating teacher. Preparation of didactic materials, official documents,
and classroom didactic decoration. Periodic evaluations of a university supervisor who will be
directly responsible of evaluating the professional growth of the intern.

15 hours, 1 semester, 5 credits

Emphasis on the two basic aspects of children's literature: its origin and history and the teaching
strategies appropriate to develop and enhance in children love, good taste, and interest for literature.
Study of basic children's literature giving special attention to the Puerto Rican folklore.
Demonstrations on how children's literature stimulates creativity and aids in the development of
ethic and spiritual values. Group practice experiences in K-3 classrooms. Preparation of a
portfolio of materials to be used in the professional internship as well as for the use of the regular
elementary school teacher.

3 hours, 1 semester, 3 credits

Study and discussion of the recommended methods for teaching children between ages 4 to 8.
Preparation of materials and planning of teaching activities appropriate to the interests and
necessities of these children. Use of audiovisual resources adequate for the teaching of early
childhood population. Laboratory experiences in public schools.

3 hours, 1 semester, 3 credits