General Information

General Information for Undergraduate Programs

The Feinstein School of Education and Human Development provides undergraduate students with a wide­range of choices and opportunities for working with Rhode Island youth. The choices include a range of teacher certification programs for pre-school through high school to choices in community programs, working with youth of all age levels.

Upon admission to one of the Feinstein teacher preparation programs. students become teacher candidates and take courses many of which include extensive field experiences including observations, tutoring, and teaching in Rhode Island Schools. Programs for teacher preparation separated by grade levels include: Early Childhood Education, Elementary Education, Elementary Special Education, Middle Level and Secondary Education. Programs for teacher preparation for teaching students in grades Kindergarten through Twelve are: Art Education, Health Education, Music Education, Physical Education, World Languages, and Technology Education.

In addition, the Feinstein School of Education and Human Development offers a variety of community programs for students who want to work with Rhode Island youth and adults in varied community settings. These programs do not lead to teacher certification but provide our graduates with a broad range of employment opportunities.Additional information on community programs including early childhood, youth development and health and wellness follows: Application to Undergraduate Teacher Preparation Programs section of the catalog.

Application to Undergraduate Teacher Preparation Programs

Students who are in good standing at Rhode Island College may apply for admission to a teacher preparation program. For more information on the Admissions requirements and instructions for all undergraduate teacher preparation programs, see www.ric.edu/feinsteinSchoolEducationHumanDevelopment/Pages/assessment-admissions.aspx.

The instructions and admissions requirements for early childhood, elementary, secondary, special education, and all PK/K–12 programs are updated twice each year. Further information may be obtained from the office of the Associate Dean of the Feinstein School of Education and Human Development (Horace Mann 104) or from the appropriate department.

Students interested in the art education or music education program should contact the department chair as soon as they are admitted to the college for information about the required courses in the program and the requirements for admission to the program. 

Most applicants acquire and complete the application materials while they are enrolled in FNED 246: Schooling for Social Justice. This course is a prerequisite for admission to all teacher preparation programs. Basic skills tests are required for admission and should be completed before or during enrollment in FNED 246. Transfer students must complete these tests as soon as possible. See #5 for information about test requirements.

Admission Requirements to Undergraduate Teacher Preparation Programs

The applicant’s academic performance and related experiences that indicate potential for success as a teacher are reviewed in the admission process. The application materials submitted by the student, listed below, must provide evidence of the following:

1. Completion of at least 24 credit hours at a nationally or regionally accredited college or university by the end of the semester in which the candidate applies for admission to a teacher preparation program.
2. A minimum G.P.A. of 2.75 in all college courses taken at RIC prior to admission to a teacher preparation program.
3. Completion of the college mathematics competency.
4. Completion of FSEHD writing requirement: FYW 100 or FYW 100P, with a minimum grade of B. This requirement may also be satisfied by (1) passing the equivalent of a First Year Writing 100 course, with a minimum grade of B; (2) earning a minimum score of 59 on the College Level Examination Program/College Composition Exam (CLEP); or (3) earning a score of 4 or 5 on the Advanced Placement Test for English Language and Composition.
5. Completion of the assessment of basic skills tests as described at www.ric.edu/feinsteinschooleducationhumandevelopment/documents/Assessment-of-Basic-Skills­Test-Reguirements.pdf. This information is also shared at FSEHD Information sessions offered to all FNED 246 students each fall and spring semester. Individuals with disabilities and nonnative speakers of English who plan to request alternative test administration should check in with the Disability Services Center in Fogarty Life Science room 137. Applicants whose scores fall within a conditional range for admission may be eligible for enrollment in content courses for teachers in Literacy (CURR 242: Foundational English Language Arts for Teachers) and Mathematics (CURR 232: Foundational School Mathematics for Teachers). See Conditional Admissions to a program: https://www.ric.edu/documents/fsehd-conditional-admissions-information-application-score-reports
6. Successful completion of FNED 101: Introduction to Teaching and Learning.
7. Completion of FNED 246: Schooling for Social Justice, with a minimum grade of B-. The minimum grade requirement applies even if an equivalent course from another institution is transferred to Rhode Island College.
8. Submission of three FNED 246 Assessment forms. FNED 246 faculty will submit an evaluation for each student enrolled. Each student will be given two links, one evaluation to be completed by the supervisor during clinical practice and one to be completed as a student self evaluation. Students may check with the FNED professor or refer to the Admissions Requirements section of the FSEHD page.
9. Completion of program specific requirements. Each teacher preparation and community program has additional admissions requirements. Information about these requirements is available in the department to which the candidate is applying.
10. Response to background questions. As students complete the FSEHD application, they will answer a series of questions relating to their Background check (BCI). While answering yes to any of the questions may not bar a student from acceptance and subsequent field experiences, FSEHD cannot guarantee placements in school settings; a school has the right to prevent a student from entering the building. The Rhode Island Department of Education (RIDE) also has the right to refuse a request for a student-teaching permit and/or teacher certification. How any school and RIDE choose to address the charges on a BCI is beyond the control of FSEHD.  As written in RI General Law 16-12-3, “Every teacher shall aim to implant and cultivate in the minds of all children committed to his care the principles of morality and virtue.”

The admissions requirements. above, can be found at: www.ric.edu/feinsteinschooleducationhumandevelopment/Pages/assessment-admissions.aspx.

Admission Procedures to Undergraduate Teacher Preparation Programs

Once a student submits an application, the department chair in the respective department evaluates the information provided in the application and makes a recommendation to the associate dean about the applicant’s admission to a teacher preparation program. If an application is recommended for admission, the department chair also assigns an advisor to the applicant.

The associate dean reviews the recommendation of the department and each applicant who is accepted into a program is sent a letter of acceptance (via RIC email). Students who do not meet admissions requirements will be informed via email.

Students accepted to a teacher preparation program become teacher candidates. A teacher candidate who wishes to transfer to or add another program within the school must inform the advisor or department chair of the decision and apply for admission to the new program. Information used in the original application may be used in the new application when appropriate.

Appeal Process

The applicant may appeal a decision for admission or re-admission to a teacher preparation program within 60 days of receiving the denial letter/email. The appeal may be based on policy or procedure and should be sent to the associate dean of the Feinstein School of Education and Human Development. Any applicant initiating an appeal must provide additional and substantiating evidence to support the appeal. Subsequent appeals should follow Rhode Island College policy for student appeals (see the Rhode Island College Student Handbook at www.ric.edu/studentlife/Pages/handbook.aspx.

Community Service Requirement

The Feinstein School of Education and Human Development requires all teacher candidates in teacher preparation programs (undergraduate and second bachelors’ programs) to participate in 25 hours of documented community service experiences. This requirement may be completed on an individual basis or through one or more of the courses in the program and generally begins with an experience during the FNED 246 course. These hours must be completed prior to student teaching. See www.ric.edu/communityservice/Pages/default.aspx.

Preparing to Teach Portfolio Requirement

The Feinstein School of Education and Human Development requires all teacher candidates in teacher preparation programs (undergraduate, second degree, RITE, and M.A.T.) to successfully complete a Preparing to Teach Portfolio prior to student teaching. In addition to program specific requirements the portfolio must also include two Feinstein School of Education and Human Development Assessments: a Teacher Candidate Mini Work Sample (TCMWS) and a Rhode Island Innovation Consortium Educator Evaluation (RI-ICEE) both of which are completed during one of the teacher candidate’s practicum courses. The portfolio must be rated as meeting standard or better for a teacher candidate to progress in and graduate from any teacher preparation program. General preparing to student teach requirements can be found on the Office of Partnerships and Placements page: www.ric.edu/feinsteinschooleducationhumandevelopment/Pages/Teacher-Candidates.aspx.

Faculty in each program evaluate the portfolios to insure all specific program requirements have been met. Once this is completed this information is sent to the associate dean.

Retention Requirement

All Feinstein School of Education and Human Development candidates are required to maintain an overall G.P.A. of 2.75 throughout their chosen program. Programs monitor the content G.P.A. as the required G.P.A. varies by program. Check with an advisor to learn about specific program requirements.

General Information for Undergraduate Feinstein School of Education and Human Development Community Programs

The Department of Health and Physical Education offers two community programs: www.ric.edu/healthphysicaleducation/Pages/default.aspx.

Community-Based Programs: The Department of Health and Physical Education offers two community­based programs leading to a BS in Community and Public Health Promotion and a BS in Wellness and Exercise Science. These programs provide a rigorous plan of study grounded in theoretical foundations, research methods, along with evidence-informed, and reflective practice. Students receive practical application through required field-based experiences including a one-semester internship. Graduates from these programs are prepared for entry-level positions in their field and graduate study.

B.S. in Community and Public Health Promotion: Building on a public health foundation, students are prepared to positively influence the health of individuals and communities through interventions including education initiatives, policy changes, and health promotion programs. Students pursue coursework in community and public health topics such as human health and disease, nutrition, health policy, social and global perspectives on health, program planning and evaluation, pedagogy, epidemiology, and research and grant proposal writing in community and public health. Students acquire the knowledge, skills, and dispositions to promote health literacy and equity, and eliminate health disparities.

B.S. in Wellness and Exercise Science: Through a comprehensive curriculum, students acquire essential knowledge, skills, and competencies to provide a holistic perspective to wellness and exercise in a variety of fitness settings. Students pursue coursework in anatomy and physiology, motor development, kinesiology, exercise physiology, exercise prescription, health and wellness, fitness and wellness programming, and research in wellness and exercise science. Students are prepared to work in the exercise and wellness professions where they promote lifelong learning. personal fitness and wellness. and quality of life for various populations.

The Department of Elementary Education offers two Early Childhood community programs: ric.smartcatalogig.com/en/2018-2019/Catalog/Feinstein-School-of-Education-and-Human­Development/Early-Childhood-Education/Early-Childhood-Education-B-S

Concentration in Community Programs: The Elementary Education Department offers a Concentration in Community Programs leading to a B.S. in Early Childhood Education. This program provides a plan of study that encompasses coursework aligned to the Rhode Island Early Learning and Development Standards and focuses on early childhood development, effective teaching practices, principles of family engagement, and the integrated systems of early care and education. Students gain experience in classrooms through practicum courses and in early childhood community settings, such as community literacy programs, children's museums, or professional development organizations through a one-semester internship. Graduates from this program are prepared for early care and education positions including home-based service provider, family support specialist, child-care teacher, or education coordinator.

Concentration in Birth to Three: The Elementary Education Department offers a Concentration in Birth to Three leading to a B.S. in Early Childhood Education. This program provides a plan of study that was developed through collaboration with local and national leaders, and is aligned to the Zero to Three Competencies and the Rhode Island Early Leaming and Development Standards. The coursework encompasses principles of development in the early years, best practices for working with Infants, Toddlers, and their Families. Students engage in two semester long field placements and a one-semester internship in infant/toddler care and education settings. home-visiting programs, or Early Intervention. Graduates from this program are prepared to work with very young children and their families as a child care provider, home-based service provider, or Early Intervention provider.

Educational Studies Youth Development Program: www.ric.edu/educationalStudies/PagesNouthDevelopment.aspx

Youth Development B.A.Program at Rhode Island College: The Youth Development B.A. Program prepares professional youth workers for careers with young people {ages 3-21) within afterschool programs, recreation centers, community arts centers, youth residential housing, justice and probation sites, youth ministry, and governmental agencies. In addition to coursework in social work and education. our graduates also earn a non-profit studies certificate where they develop leadership and management skills.

Admission Requirements to Graduate (M.A., M.A.T., M.S., M.Ed., C.A.G.S., and C.G.S.) Programs

Admission to the Feinstein School of Education and Human Development master’s level programs is determined by the quality of the total application. Applicants must submit the materials listed below to the associate dean of graduate studies as a measure of their potential for success in graduate-level studies.

1. A completed online application form accompanied by a $50 nonrefundable application fee. Graduate school information and the application are available online at www.ric.edu/graduatestudies/Pages/default.aspx.
2. Official transcripts of all undergraduate and graduate records.
3. A bachelor’s degree with a minimum cumulative grade point average (GPA) of 3.00 on a 4.00 scale in all undergraduate course work. Applicants with undergraduate GPAs less than 3.00 may be admitted to degree candidacy upon submission of other evidence of academic potential.
4. A teaching certificate (for all school-related programs, except school psychology and health education).

5. An official report of scores on the Graduate Record Examination or the Miller Analogies Test, except MS CMHC and C.G.S. candidates. The M.A.T. applicant has a different admissions test that varies by program. The applicant should check with the appropriate department or the associate dean’s office. – approved by Grad Committee spring 2019

6. Three Candidate Reference Forms accompanied by three letters of recommendation.
7. A Professional Goals Essay.
8. A Performance-Based Evaluation.

See individual programs for additional program-specific requirements.