College of the Marshall Islands

P.O. Box 1258 Majuro, Republic of the Marshall Islands MH

+692 625-3394

Education

Welcome

The Education program leads to an Associate of Science in Elementary Education degree. Additionally, for those students desiring to become certified for teaching by the Public School Systems of the Republic of the Marshall Islands, a Certificate of Completion in Teaching, which includes the Teaching Practicum must be completed. The department also offers a Certificate of Completion for Special Education.

 

AS in Elementary Education Program Learning Outcomes

Upon graduation a student will

 

  1. Display knowledge of school curriculum, emphasis on RMI.

  2. Identify cognitive and affective needs of students in the classroom.

  3. Practice self-reflection and professionalism in the classroom.

  4. Apply appropriate classroom teaching and management methods to promote a positive learning environment.

  5. Develop and promote elementary students’ critical thinking skills through reading to develop a community of readers.

 

Program Reviews for the AS in Elementary Education program

 

Certificate of Completion (CC) in Teaching

 

This includes the Teaching Practicum and 12 hours of coursework that is completed during the A.S. in Elementary Education program.

 

Students who wish to teach in the RMI must complete this certificate program to be eligible for a Professional Certificate I certification from the Ministry of Education of the Republic of the Marshall Islands.

 

Program Application

  • Completion of an A.S. in Education degree from CMI or completion of an Associate's Degree from an accredited college with a GPA of 2.75 or better.
  • Satisfactory completion of ENG 111 and ENG 105 with a grade of C or better.

 

Certificate of Completion (CC) in Special Education

 

This is a 34 credit program that focuses on examining theories, methods and concepts of an inclusive approach to teaching students with special learning needs in elementary schools. It introduces statutes that govern learning needs. The program also centers on designing practical differentiated methods and skills that will accommodate learning needs for exceptional students. This program includes practicum to be conducted in a Special Education classroom.

 

The Third Year Program (3+1 Program)

 

The government of the RMI has mandated that USP and CMI collaborate on a Bachelor of Education Primary (in-service) in which CMI provides the first three years of a four year program and USP provides the final year. USP will confer a Bachelor of Education on those students who satisfy USP's regulations and requirements for graduation.

 

Entry Requirements for USP

 

CMI students will meet the following requirements to be admitted to a Bachelor of Education Primary (in-service) degree program at USP:

  • An Associates in Sciences degree in Elementary Education; or
  • An Associates in Arts degree in Liberal Arts plus a CMI Certificate of

Completion in   Teaching;

  • Have achieved a minimum GPA of 2.5 in either the AS or AA degree; and
  • Have taught for a minimum of two years (This requirement may be waived on a case by case basis).

 

English Requirement

 

  • CMI students will take USP ELSA test (or equivalent, e.g. IELTS) and pass at the required Band 5. Those who do not meet this requirement will be required to take and pass the course EL001; and
  • CMI students must also complete and pass with a grade of C, USP's UU114 English for Academic Purposes course before progressing to the second year courses in the 3+1 program.

 

Admission Process

 

Students interested in the third year program need to consult with the USP Majuro Centre where they will take the UU 114 course before applying to CMI. Upon successful completion of the UU 114, students then come to CMI to register into the 3rd year program. All students are expected to go through the regular CMI Admission process. New students entering CMI for the first time and re-admitted students need to check with CMI what the requirements are so that they will meet the deadline of submitting the required documents.

 

Upon completion of the above CMI 300 level courses and if the student has maintained a pass grade of C (2.0) or Raw score of 70/100 to 74/100 or higher on the CMI grading system, he/she shall be eligible to complete their final year at USP subject to completing the following courses needed to obtain their degree:

 

For more information on the Education programs, click here

  

 


 

 

Program Reviews

Program Review Spring 2009 – Spring 2011

 

 


 

Course Offerings

 

Education (EDU)

 

  • EDU 109 Philosophical Foundations of Education (3 Credits)

Prerequisite(s): ENG 111 and ENG 105
An introduction to various philosophies of education at work in contemporary schooling. Examines conditions of knowing, teaching, and learning and their extension in everyday practices in and out of the classroom.

EDU 109 PDF

 

  • EDU 111 Teaching Climate Change

Prerequisite(s): C or better in ENG 111 and ENG 105

Pedagogically content based course designed to instruct teachers and resource managers the science behind climate change and methods to teach culturally- and locally-relevant general and climate science. The knowledge and tools will be geared to teaching climate change to 6th - 9th grade students and community members.

EDU 111 PDF

 

 

  • EDU 150 Mathematics for Elementary Teachers I (3 Credits)

Prerequisites: MATH 90s and ENG 80s and Permission of Instructor
Strengthens students understanding of basic mathematics concepts, their properties, and applications.  Emphasis on problem solving and reasoning through hands-on activities. Intended for pre-service and in-service elementary school teachers.  Students will participate in field experiences to observe and present mathematics activities.  First of two-course series.

EDU 150PDF

 

  • EDU 210 Introduction to Teaching (3 Credits)

Prerequisites: C or better in ENG 111 and ENG 105
Designed to provide students with basic information about the teaching profession and possible education career choices. Students will explore the history and development of education, teaching and learning theories, learning styles, teaching methods, and learners' needs. Develops beginning level competencies in basic instructions and classroom designs and management.

EDU 210 PDF

 

  • EDU 211 Classroom Methods and Strategies (3 Credits)

Prerequisites: C or better in ENG 112 and ENG 105
Examines the methods employed in teaching elementary school. It emphasizes the practical methods and skills needed by an effective elementary school teacher to facilitate student learning in all subject areas, and development of skills and practice in the use of a variety of teaching strategies.

EDU 211 PDF

 

  • EDU 241 Classroom Management (3 Credits)

Prerequisites: C or better in ENG 112
Designed to give students the basic knowledge and practice needed to plan, develop and implement classroom management tasks that encourages learning. Addresses decisions effective teachers must make including building a positive classroom learning environment, establishing classroom guidelines and classroom/school procedures and routines, and establishing effective communication with parents regarding student behaviors and academic progress.

EDU 241 PDF

 

  • EDU 250 Mathematics for Elementary Teacher II (3 Credits)

Prerequisite: C or better in EDU 150
Introduces set theory, number theory, real numbers, statistics, geometry and measurements with emphasis on practical applications and use of varied strategies in problem solving.  Students will develop methods for teaching mathematics and apply these in the elementary classroom.  Second of a two-course series.

EDU 250 PDF

 

  • EDU 251 Science for Teachers (4 Credits)

Prerequisites: ENG 112 and Education Majors Only
This content-based science course surveys topics in Biology and Environmental Science that are found in the RMI science curriculum. Through a hands-on approach, this class will help the prospective teacher acquire the necessary laboratory skills and knowledge of content matter to become a more effective classroom teacher. Topics will be presented through an inquiry-based teaching strategy and will model how to create student-centered, activity-based classroom.

EDU 251 PDF

 

  • EDU 285 ESL Language Arts Methods (3 Credits)

Prerequisite: C or better in ENG 112
Designed to provide education students with ESL methods for teaching reading and writing and listening and speaking mid to upper elementary levels. Students will develop effective strategies to engage students in the reading/writing adn listening/speaking experience.

EDU 285 PDF

 

  • EDU 295 Teaching Practicum (4 Credits)

Prerequisite: Completion with a C or Better in all required Education courses
Designed to provide pre-service and in-service teachers with an authentic teaching experience in a local classroom. The course includes a minimum of six hours field experience per day five days per week for 12 weeks in a public or private school, participation in a two-week workshop prior to placement in a school, two-weeks of post-practicum activities, and weekly meetings with a CMI faculty supervisor.

EDU 295 PDF

 

  • EDU 296 Teaching Practicum (12 Credits)

Prerequisites: C or better in all required courses and acceptance into the Certificate of Completion in Teaching Program
Designed to provide pre-service and in-service teachers with an authentic teaching experience in a local classroom. The course includes a minimum of six hours field experience per day five days per week for 12 weeks in a public or private school, participation in a two-week workshop prior to placement in a school, two-weeks of post-practicum activities, and weekly meetings with a CMI faculty supervisor.

EDU 296 PDF

 

  • EDU 300 Ethics and Governance (3 Credits)

Prerequisites: C or better in EDU 312
Offers an exploratory and interdisciplinary insight into ethics and the ethics of governance. Introduces students to ethical theories, philosophies and links these to structures of governance, with emphasis on ethics pertaining to field of education.

EDU 300 PDF



  • EDU 312 Foundations in Curriculum and Instructions

Prerequisites: Admission to the BSED program

Introduces teacher candidates to teaching in the elementary school and to encourage teacher candidates to examine what it means to be a teacher; that is, to address the academic and emotional needs of all students. Current issues in educational and curriculum development will be reviewed. The course sets the stage for developing the teacher candidate’s professional knowledge, dispositions and skills. The Ministry of Education curriculum will be examined.

 

 

  • EDU 313  Literature and Literacy I

Prerequisites: Admission to BSED program

First of a two-semester course on language. Literacy and literature. Emphasis is on assessing reading progress and supporting children’s growth and development as readers in K – 6 classrooms. Quality children’s literature and current theory and methods for using literature in the curriculum will be examined.

 

  • EDU 314 Literacy and Literature II (3 Credits)

Prerequisite(s): C or better in EDU 313

Second of a two-semester course on literacy and literature in the elementary classroom. Teacher candidates continue to learn to plan, teach, assess, and reflect on language arts skills (with an emphasis on expressive writing instruction), and strategies across the K-6 curriculum. Students will also develop their own abilities as writers, while applying their learning to teaching writing to elementary students through experiential exercises and assignments.

EDU 314 PDF

 

 

  • EDU 322 Elementary Social Studies

Prerequisite(s): Admission to the B.S.Ed. program

Examines a variety of social studies teaching models, methods, materials and evaluation in teaching social studies. Emphasis on developing children’s’ world knowledge, skills, self-concept, citizenship, inquiry/thinking and values. Investigates the connected complex and changing issues we face as global citizens, while collaborating to find effective and appropriate ways to help elementary level students understand and cope with these issues.

 

  • EDU 323 Elementary Science (3 Credits)

Prerequisite(s): Admission to B.S.Ed. program

Provides pre-service teachers with the knowledge, skills, and attitudes that will enable them to successfully provide elementary students with the foundations necessary to become scientifically literate members of society. Stresses strategies to guide elementary learners to be involved in a dynamic cycle of observing exploring, testing and finally forming generalizations or conclusions.

EDU 323 PDF

 

 

  • EDU 324 Elementary Mathematics I

Prerequisites: C or better in EDU 250 & Admission to BSED

First in two-course Mathematics methods to prepare students as teachers of mathematics. Designed to provide students with knowledge of effective approaches to teaching whole numbers, geometry and measurement. Includes teaching strategies to accommodate diverse learners.

 

  • EDU 325 Elementary Mathematics II

Prerequisite(s): C or better in EDU 324

Second of two courses in mathematics methods to prepare students as teachers of mathematics. Designed to provide students with knowledge of effective approaches to teaching whole numbers, fractions, decimals, percentages, geometry, measurement, probability, and statistics. Includes strategies for supporting student learning through the use of manipulatives and teaching strategies to accommodate diverse learners.

EDU 325 PDF



  • EDU 329 Performing Arts Expressions

Prerequisites: Admission to BSED program

Emphasizes standards-based teaching with, in, through and about music, dance and drama. Develops verbal and non-verbal communication skills through creative expressions with an emphasis on planning, teaching and assessing pre-K – 6 lessons that integrate the performing arts.




  • EDU 341 Perspectives of Classroom Management

Prerequisites: Admission to BSED program

Develops management choices and skills and extend knowledge of the scope of classroom management. Students will examine a number of strategies and approaches to help the elementary teacher and students develop a learning community.

 

Special Education (SPED)

 

  • SPED 260 Introduction to Special Education (3 Credits)

Prerequisite(s): C or better in ENG 111
Examines the concept of the least restrictive environment for special education students in the elementary school. Introduces disabilities prevalent in Micronesia and the practical methods of instruction and skills needed to provide for students with special needs and learning differences. Promotes the purpose of improving self-determination prospects of students with disabilities.

SPED 260 PDF

 

  • SPED 360 Foundations of  Inclusive Schooling (3 Credits)

Prerequisite(s): Admission in B.S.Ed. Program, C or better in SPED 260

Examines the development and delivery of special education program in inclusive environments.  Develops strategies and utilizes methods proven effective in the teaching of students with special needs.  Promote reflection and exploration in the world of disabilities.

SPED 360 PDF

 

 


 

 

Faculty Members

 

CASTANO, Luciana.  Education

M.Ed., University of the Philippines

B.A., Far Eastern University, Philippines

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KOROI Rosie. Education

M. Ed., University of the South Pacific

Postgraduate Diploma in Education., University of the South Pacific

B.Edu – University of the South Pacific

Primary Teachers Teaching Certificate – Corpus Christi Teachers College

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PERKINS, Pamela. Chair.  Education

Ph.D., Elementary Education, University of Arizona

M.Ed., Reading, University of Maine at Orono

B.A., Psychology, University of Southern Maine

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SOJE, Gabriel.   Education

Ph.D., Special Education Administration, Gallaudet University, Washington D.C.

M.Ed., Special Education, The University of Ibadan, Nigeria

B.E., Special Education and English Language, The University of Ibadan, Nigeria

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