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Faculty of Arts and Sciences

Bachelor of Arts in Education - Basic Education

Hybrid
96 credits
For students entering the program at the Sophomore level
(holders of a recognized Baccalaureate or Freshman diploma - equivalent to 30 credits)
Progamme Accreditation

Courses

General Education
Arts and Humanities
6 credits
Behavioral and Social Sciences
6 credits
Civic Engagement
2 credits
English Communication
3 credits
History of Lebanon
3 credits
Quantitative Reasoning
3 credits
Religious Sciences
3 credits
Science and Health
3 credits
Sports
1 credits
Common Core
PSY214Developmental Psychology
3 credits    |    Pre-requisite: PSY201
The course has two segments given in two sequential phases: Childhood and Adolescence 1st segment: childhood allows students to become familiar with basic concepts and notions of childhood developmental psychology (stages, phases and developmental factors); understand the major theoretical approaches (maturational, behavioral, psychoanalytical, cognitive constructivism and psychosocial approaches); identify the main characteristics belonging to each developmental stage on the biological, intellectual, affective, sexual, social and moral level; 2nd segment: adolescence allows students to understand the adolescent phase in the developmental process, note each function belonging to this stage, pinpoint the process of self­consolidation, the construction of the identity, achieving maturity as well as choices and decision­making processes.
EDU201History of Education
3 credits
Through a multidisciplinary approach that places education at the crossroads of philosophical, psychological and sociological considerations, this course provides a notional and conceptual framework to situate the different authors in relation to their "educational models" and the teaching strategies arising therefrom, emphasizing the importance given to the learner, society and educational practices in a constitutive interaction of the pedagogical profile of each author.
EDU318Issues in Syntax
3 credits
This course aims to develop in the students an alternative approach of a very different French syntax than that learned during their school years. It proposes to go beyond traditional grammar, reaching towards a more rational use of the language. Each grammatical concept starts from the observation of linguistic facts present in a brief text. The observation is guided and the questions lead students to implement previously acquired knowledge, upon which will be anchored new knowledge.
SOC218Statistics Applied to Human Sciences I
3 credits
Most of the analysis within human and social sciences and decision­making is founded on statistical data. Students work individually on data collected either in their research or in their professional lives. This course provides students with the tools and knowledge required to present, in tables and graphs, the data they have to handle, to analyze the characteristics of a statistical distribution to a character and to study the correlations between two variables. Particular attention is devoted to the choice of statistical methods and interpretation of results.
EDU215Techniques of Expression
3 credits
This course aims to implement essential techniques to improve the oral and written expression of students. At the level of oral expression, it proposes strategies for successful transmission of a verbal message by putting the emphasis on the words and the framework of the communication (body language, voice, intonation, etc.). At the level of writing, it analyzes and decodes all the documents through an effective reading. We shall consider processing a wide range of techniques for the development of the means and forms of written communication (letter, resume, transcript, interview, static and moving image).
MTR222University Working Methodology
3 credits
This course will provide first year students in humanities with essential methods for the preparation of their work during the years of study at the University. These methods are common to all material and address different levels, ranging from exercises promoting correct educational attitudes in the introduction to the methods of work, the investigation of a text, and finally, to the mastery of speech essential to establish exchange with others, orally and in writing, and to assert with confidence and autonomy. In addition, the objectives of this course will address data essential for the design, drafting and the realization of research work.
Specialization
EDU345Applied Linguistics to Teaching French
3 credits
The course focuses on didactics/linguistics relationships, on the application of linguistic theories in the teaching and learning of second languages and on linguistic intervention fields in the class of language. The topics covered address fundamental concepts related to general linguistics, lexical semantics, morphology, syntax and the use of the statements in oral and written texts. In addition, this course provides criteria to be considered in the teaching of a second language and the analysis of errors made by students during their learning, to remedy and even prevent them.
EDU305Class Management
3 credits
This course is an opportunity to analyze what happens in the classroom and guide future teachers to the development of the first elements of a class management model. It aims to familiarize the students with all the elements of planning, organization and supervision in the conduct of the class, which can prevent discipline problems in the classroom and to create an atmosphere and environment conducive to learning (how to motivate, encourage curiosity, stimulate; how to function in daily life or adapt its operation through a variety of group dynamics to increase the maximum participation of students, autonomy and commitment to work, school). In another more relational aspect, this course aims to develop the competence to manage the relationships between actors in a class group, while respecting each individual in the group, to regulate conflict and establish a consistent operation attuned to all learning in the classroom. For this, an understanding of the behavior of difficult students and an identification of communication strategies with these students is of importance.
EDU325Digital Resources for School Education
3 credits
This course provides a concrete discovery of digital resources for education namely typology of digital resources for education, online research methodology, and the analysis of digital resources for education and problems of their pedagogical uses. Today the modes of course preparation at all levels of education and training are based increasingly on consultation and integration of educational resources found online. Training institutions are facing the emergence of teaching practices of communities, personal sites of all kinds and commercial offers, resources where the proliferation does not facilitate the teacher's task. This course's main purpose is to present the diversity of these resources, access modes to the latter, but also to give future teachers the key to analyze, in order to help them integrate these into their teaching practices.
EDU423Evaluation in Education
3 credits
The content of this course will develop the conceptual notions in evaluation in light of the various theories. It initiates the future teachers into the process of evaluation, exploring taxonomy, docimological rules, forms and functions of evaluation and terms of interpretation. It prepares students for mastering the techniques of evaluation, notably the evaluation grids, addressing the objects of measurement that structure the education system (namely, the operating targets, or how to assess a teacher's skills), and also the textbook or the school.
EDU434French Language Specialized Didactics I
3 credits
Students preparing a degree in Educational Sciences ­ Basic Education, will be called upon to address issues related to specialized didactics of the French language and prepare practical sheets for classroom application. The areas covered will be those of understanding and speaking and those of reading literacy, covering all classroom activities with language lessons (listening, comprehension and oral expression) and reading (text and iconographic documents). A methodology offering an inductive approach will be applied in the preparation of lessons and assessment criteria will be proposed in respect of each activity.
EDU454French Language Specialized Didactics II
3 credits    |    Pre-requisite: EDU434
This course will present a working approach relating to areas of written expression and knowledge of the language. Students preparing a degree in Educational Sciences ­Primary school level, will be required to deepen their knowledge of theoretical concepts in the specialized didactics of the French language, particularly in literacy, and to acquire work processes ready to prepare fact sheets relating to preparing lessons in targeted areas. The work done by students in this course will aim to realize the application of theoretical and practical knowledge in the school context, through an internship conducted in schools.
EDU330General Didactics
3 credits
This course covers the basic concepts of general didactics and pedagogical principles to be understood in the ideas of curriculum, curriculum development and planning of learning situations. It also provides the basic data essential for the development of didactic situations, the analysis of the links between the elements of the educational triangle and principles essential to make the teaching contract successful in various school settings. The course allows the student to apply teaching from the competency­based approach and the problem situation, and specify the use of educational objectives; their classification and formulation, as well as their integration into different learning situations.
EDU425ICT and Professional Teacher Development
3 credits
The course introduces the mastery of observation techniques, natural and manipulated, and necessary for the comprehension of the meaning of the practices of users of ICT in the teaching world. At all levels of training, the use of technology for the teacher provokes pedagogical upheavals that question the postures of the actors in the educational system. Professional postures are facing, on the one hand, the new “cultural” uses of "digital nature"; on the other hand, the tools and programs developed by the training systems. If the myth of the suppression of teachers is no longer appropriate, what are the new competencies of teachers? What is the new knowledge? What are the new professions? This course will put these issues in perspective. It will address certification issues as well as the study of collaborative online practices and uses of digital work environments.
EDU310Learning Theories
3 credits
This course is given with the purpose of developing a classification of large trends found in contemporary theories of education, starting from a descriptive and critical study of the theories (academic, social, psycho­cognitive, technological and socio­cognitive) to come up with strategies serving as contextual references to the learning process.
EDU440Pedagogical Analysis of Texts
3 credits
The course aims, as a first step, to appropriate the fundamental data for the processing and analysis of educational texts, with an emphasis on the different levels of study and representative patterns. The pedagogical analysis is based on a linguistic approach and the study of the context in which the statements are produced. Secondly the course covers the fundamental data that highlight the characteristics of different types and kinds of texts and the elements essential for the structuring of ideas around various situations of writing, in order to produce a variety of texts.
EDU322Phonetics/Phonology
3 credits
This course will develop diction competencies of future teachers. Students will first be asked to distinguish between phonetics and phonology. They will then learn the International Phonetic Alphabet; knowledge that will give them access to all the features of the phonetics of the French language. All the rules of pronunciation and diction will be subsequently addressed (pronunciation of sounds, letters, accents, links, intonation) to finally reach a correct and expressive reading of a poetic corpus - narrative or theatrical. All theoretical information will be immediately followed by practical exercises that will be based on the very practice of students. These, through listening exercises and diction, will be asked to identify their shortcomings and those of others, to explain and to address them gradually.
EDU445Specialized Didactics of Life and Earth Sciences II
3 credits    |    Pre-requisite: EDU444
This course seeks to deepen didactic concepts such as differentiated instruction, interdisciplinarity, project based pedagogy, etc. It aims to develop in students the skills to enable them to design, build and manage learning situations, ensuring the intellectual, psychic, moral, and social development of students.
EDU469Video / Serious Games in Schools
3 credits
The course presents video games created at the forefront of technology, but which leave a serious impact on the concept of leisure and Ludo science. The course objective is to demonstrate the educational interest of an activity called "video game creation at school" to make students understand the potentialities and the difficulties associated with the use of video games for learning. Students learn to develop competencies of analysis and design of pedagogical video games to define learning objectives and write synopses of audio visual materials to achieve the desired objectives. The term "Serious Games" is used to refer to games for utility purposes and within a formative goal. The time component to the "Serious Games" video focuses on online games, on the computer, or on a gaming console, that have a combined educational objective in a ludic operation. Beyond the theoretical approach, the course allows students to create games, from scratch, through relatively simple software.
Electives
EDU 420Specialized Didactics in Mathematics II
3 credits
EDU 444Specialized Didactics of Life and Earth Sciences I
3 credits
EDU 445Specialized Didactics of Life and Earth Sciences II
3 credits
EDU 419 Teaching Social Studies, Movement and Theatre
3 credits
EDU 416Teaching Social Studies, Movement and Theatre
3 credits
EDU 421Young Adult’s and Children’s Literature
3 credits
Capstone
EDU470AInternship: Classroom Observation and Practice
6 credits
This training course is for third year students who aspire to teach in primary grades P1 and P2. It allows them to have access to classes, to see closely the didactic practices and better understand their personal characteristics, in order to get ready for professional life. The purposes referred to are: becoming familiar with the concrete realities of school education; addressing the teaching career with ease; and becoming integrated within the school system.

Accreditation

This accreditation commission of evalag, Evalag-Baden-Württemberg http ://www.evalag.de, accredited this program and awarded the evalag international label for program accreditation.

Mission

The main mission of the basic education undergraduate program is to train future teachers with moral, human and ethical, values, and an ability for scientific reasoning skills confirmed in education at the primary level (in cycles I and II) and an ability to manage a class independently and responsibly.

These skills empower future teachers to integrate into the labor market, access higher education and research.

Program Educational Objectives

1. Graduates will become qualified teachers who will engage their skills for the promotion of education at the forefront of technology and professional and ethical knowledge.
2. Graduates will make careers in schools, especially in primary schools and will be education specialists adapted to training in sub cycles I and II.
3. Graduates will demonstrate all the skills necessary to pursue a graduate course and excellent research.
4. Graduates will become leader teachers in imparting knowledge and design, and the evaluation of teaching - teaching those who undergo the process of learning.

Program Outcomes

a. Rigorously adopt a research methodology that combines the epistemological, ethical and technological principles.
b. Identify the various fields of education, and the different learning theories and know how to apply them in educational practice.
c. Distinguish the grammatical and linguistic specificities of the language, used as a language of teaching and oral and written communication, in order to conduct educational analysis on different kinds of texts
d. Ethically and humanely manage a classroom group (or small group classes).
e. Reproduce an artistic flair that gives all teaching practices soft and flexible behavioral skills.
f. Formulate and integrate the educational objectives into different didactic situations, in order to achieve the practical activities that support the theoretical approaches in language teaching.
g. Integrate technological tools in teaching, by developing the use of TICE to link the professionalism and creativity of the teacher to the excellent use of the TIIC.
h. Evaluate objectively and scientifically student performances and learning outcomes.
i. Validate the quality of education, and organize, plan and construct a course, which is expressed in lessons.
j. Ensure the transfer of mathematical knowledge in the school context, using logical reasoning from various approaches.
k. Make scientific analyzes and investigations and determine the effectiveness of science education and the steps to be taken in order to properly acquire it.
Holy Spirit University of Kaslik
Tel.: (+961) 9 600 000
Fax : (+961) 9 600 100
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