• Students are introduced to education via a Human Growth and Development course.
• Students are paired with and meet with an advisor who is an expert in the field.
• Students take an Educational Technology course.

• Students begin their field experiences in the public schools.
• Students take a Diverse Learners course.
• Students take the Praxis Core examinations.
• Elementary and Special Education students begin methods courses; middle and high school students take courses in their major.

• Students continue their field experiences in the public schools.
• Students take course work in Educational Psychology, Methods and Classroom Management.
• Students apply for admission to the Teacher Education Program (MUTEP).
• Students apply/are admitted to student teaching (2nd semester).

• Students complete their research capstone (1st semester).
• Students teach in a K-12 public school for a minimum of 16 weeks (2nd semester).
• Students take the PPAT pedagogy exam.
• Students take a course in Education Law.

Students participate in a minimum of three field experience courses.

• The first course, EDU 2510, requires 10 hours of observation in a public school.
• The second course, EDU 2420, requires 20 hours in the school and the teaching of four lessons.
• EDU 3420, the third course, requires 30 hours in the school and the teaching of five lessons.

Finally, students spend a full 16-week semester student teaching in the schools. Many other courses in the program require practicums, where students go into the schools for specific purposes, such as learning reading remediation or helping special needs students.

Methodist University is committed to producing teachers ready to teach every child. To that end, we interweave content about diverse learners throughout the program. Students have the option of majoring in Special Education; we also offer add-on licensure for ESL certification and Gifted Education certification.

All students take two specific courses dealing with diverse learners. EDU 2550 focuses exclusively on diverse learners. Another course, EDU 4190, is dedicated to teaching strategies that reach all learners.

Students complete a capstone course that involves researching education policy surrounding issues of critical importance to diverse learners. Guest speakers are invited each semester to speak on issues relevant to this topic.

Finally, students are introduced to a heterogeneous population of K-12 students throughout their field experiences. Fayetteville, NC, where Methodist University is located, is one of the most diverse cities in the state, and our schools mirror this diversity.

Methodist University is a small, tight-knit community of learners, and students can expect to receive personalized, individualized instruction and support throughout their years in the program. Each student is paired with an advisor who is a specialist in the area of the student's major and who works closely with them to ensure satisfactory academic progress and to provide professional advice about pursuing careers in education.

During the field experience courses, students are paired with a cooperating teacher and a supervising professor. The cooperating teacher provides hands-on experience and opportunities for the student to teach in a K-12 setting. Meanwhile, the supervising professor meets with students before and after each lesson to provide dedicated, detailed feedback about the student's progress as an educator.

Professors are available to students after they graduate from the program to assist with employment searches, graduate school admissions, or other professional hurdles students may encounter. The small program size means that professors can work intensively with students.

The Methodist University Teacher Education Program (MUTEP) believes the primary purpose of teaching is to provide every child the opportunity and instruction needed to maximize his or her talents, ability and ethical potential.

To this end, MUTEP uses the PRMM framework to guide the department. PRMM (Practice, Research, Mindset, and Mastery of Content) guides what happens in classes, during 1:1 support conferences and activities throughout the education program. Students are an integral part of this practice; their feedback is solicited in classwork, in research projects, through student organizations like SNCAE and informally.