Education At least two quarters (6 months) prior to the time he desires to register for student teaching, the student must submit a written application for permission to do so. Permission will depend on his having met and maintained the standards listed above and a program for completion or completion of at least 120 credit hours of work including the specified prerequisites. Over-View of the Program The preparation for teaching falls academically within three major categories: general education, subject specialization, and professional education. General Education is required of all students in the College who plan to complete a baccalaureate degree. The student usually completes most of the general education during the freshman and sophomore years. Because of the nature of elementary school teaching, the student preparing for this field will complete more study in general education than is required of the student preparing for secondary school teaching. Following is a summary of the requirements for prospective teachers: Elementary Secondary English 1, 2, 3 9 English 1, 2, 3 9 Health Education 1 2 Health Education 2 Physical Education 3 Physical Education 3 (PE 32 recommended) Life Science 9-12 Life Science 9-12 Physical Science Physical Science 9-12 (Geography 1 required) 9-12 Humanities 9-12 Humanities 9-12 Social Sciences 12 Social Science 12 (Psych. 1; one of (Psych. 1; one of the the following: Econ following: History 5, 10, History 5, Pol. Econ. 10, Pol. Science Science 1, Philos. 120, 1, Philos. 120, and 1 and 1 elective) elective) Family Life 2-4 Family Life 2-4 (women students only) (women students only) Speech 1 3 Speech 1 3 Botany 60, 141, 161 4 (or) Zoology 142 4 Mathematics 11 and 12 8 Fine Arts 6 (select from Art 84, Music 23, 120; Theatre Arts 180 or others) English 88, 90, 130 (Select one) 3 236 Education Subject Specialization for the prospective junior or senior high school teacher consists of completing a teaching major and a teaching minor field, both of which are currently being taught in Utah Secondary schools. Either the major or the minor should be a subject required to be taught in the Utah secondary schools. It is recommended, generally, that the major and minor subjects should be in related or complementary fields. A composite major in certain subject areas may be chosen in lieu of a major and minor. The student is advised to consult with one of the staff members in secondary education, concerning the selection of majors and minors, during the freshman or sophomore year. For the prospective elementary teacher, subject specialization consists of completing a field of concentration totaling 40 credit hours or two fields of 20 credit hours each, in a subject, or subjects, related to the elementary school curriculum. Students should seek guidance from their advisers in the Elementary Education Department regarding course requirements in their field(s) of concentration. Professional Education courses help the prospective teacher learn about schools and their operation, the nature of children and how they learn and how to provide desirable learning experiences. These courses are reserved largely for students of junior and senior standing. Students will be permitted to take professional courses during the latter part of the sophomore year, but not more than two courses required for certification will be permitted in a student's first 90 credit hours of college work. To meet certification requirements, secondary school candidates are required to complete a minimum of 33 quarter hours of professional course work; 42 quarter hours are required of the prospective elementary school teacher. An outline summary of the requirements for graduation and certification for either elementary or secondary school teachers may be obtained from the School of Education on request. Internship Program exists for the student in elementary or secondary education. The basic philosophy of the Elementary-Teaching Intern Program (E-TIP) and Secondary-Teaching Intern Program (S-TIP) is to provide interns with sound and effective supervisory assistance throughout their first year of teaching, to further increase the depth and breadth of their experience with pupils and the school curriculum, to offer more support in coping with the problems faced by the first year teacher, and to make for deeper insight into the attitudes and activities required of a professional teacher. Students interested in becoming candidates for the intern program must obtain application forms from the student teach- 237