This course is a study of the nature and faculties of the human person which underpins the vision of classical education to answer two questions: who is being educated, and what for. Special attention is paid to theological anthropology in the Catholic tradition as contrasted with materialist accounts of the human person. Topics include: the connection between anthropology and pedagogy; faculty psychology in the tradition of Augustine and Aquinas, including the perfection of faculties by the virtues; the nobility and importance of the vocation of teaching; the right to education; and the role of education in social renewal and social justice.

As a history of classical education from the Greeks to the present day, this course surveys the development of the Western tradition of paideia, including the liberal arts of the Trivium and Quadrivium. As a theory of classical education, this course identifies and elucidates underlying principles of classical teaching which can be applied at various levels of education and in various disciplines including the theory and principles of good seminar leadership and the importance of fostering appreciation for beauty and a sense of awe. Attention is paid to the points of continuity and rupture between classical education and progressive education.

This course is a practical, holistic introduction to the art of teaching reading within the tradition of classical liberal education. Course content explores classical approaches to teaching grammar, literature, poetry, and fiction that engage all learners in inquiry, narrative analysis, and reasoned judgment across different grade levels and disciplines. Emphasis is placed on seminar leadership, Socratic teaching, and reading aloud in combination with identifying and using current evidence-based best practices aligned to the science of reading to plan and implement engaging instruction and assessment for literacy, reading, writing, listening, and speaking (including letter formation, manuscript and cursive, syllable types and division, morphology, syntax, semantics, phonological awareness, phonics, fluency, vocabulary, reading comprehension, listening comprehension, and composition).

This course is a practical, holistic introduction to the art of teaching mathematics within the tradition of classical liberal education, emphasizing inquiry, reasoning, and mastery through ordered practice and thoughtful problem solving. Course content explores classical approaches to mathematical instruction that engage all learners in quantitative reasoning, pattern recognition, and creative problem solving across different grade levels. Emphasis is placed on cultivating mathematical wonder, precision, and perseverance while examining foundational mathematical concepts, instructional strategies, and curricular resources.

This course is a practical, holistic introduction to the art of teaching science according to the tradition of classical liberal education, including inquiry-based exploration and experiential learning of the world and how it works. Course content covers classical teaching methods to engage all learners in scientific observation, nature journaling, lab experimentation, Socratic discussion, problem solving, and mastery-based learning across different grade levels. Emphasis is placed on inspiring wonder and curiosity within the science classroom, while also expanding capacity for curricular integration and analysis of available science curricula.

This course is a practical, holistic introduction to the art of teaching history within the tradition of classical liberal education, emphasizing the study of place, time, culture, and human action as foundations for understanding the world. Course content explores classical approaches to teaching history, geography, and civics that engage all learners in inquiry, narrative analysis, Socratic discussion, and reasoned judgment across different grade levels, while also supporting curricular integration and evaluation of available textbooks and teaching resources. Emphasis is placed on cultivating historical understanding, civic awareness, and thoughtful decision making through the study of primary sources, maps, and interdisciplinary texts.

This course is a practical, wholistic introduction to teaching the Catholic faith. It applies the principles of classical education to teaching the faith at different grade levels, emphasizing biblical and doctrinal literacy, moral and liturgical formation, and personal experience and prayer. Topics include: determining challenging, grade-appropriate instruction as envisioned by the U.S. bishops; promoting the experience of prayer; comparing different classical methods and curricula; and integrating faith formation across the curriculum.

This course is a practical, wholistic introduction to the art of teaching language in a classical school. It applies the principles of classical education to the teaching of the second languages at different grade levels, with an emphasis on teaching Latin; however, the pedagogical methods discussed have application to modern languages, as well. Topics include: determining challenging, grade-appropriate instruction; applying seminar leadership and Socratic teaching to second languages, including living Latin; comparing different classical methods and curricula; and integrating second language learning across the curriculum.

Meaningful feedback is an essential component for teaching and learning. This course leads students through an exploration of the nature, method, and rationale for assessment practices that align with the classical liberal arts tradition. After a brief history of grading and assessment, this course will explore various methods for assessment in the classical classroom, including the importance of memory and imagination for human flourishing, discussion of when and how to provide grades on classical methods (e.g., narration, seminar discussion), and how to adapt teaching methods and assessments to meet the needs of all learners in the classical classroom. Course fulfills licensure requirements for those pursuing state teacher licensure after completion of the MACE degree program. It will replace their elective course (e.g., Classical Methods for Teaching the Faith or for Second Language Instruction)

This course introduces classical educators to the integration of creative experiences within a classical liberal arts framework. Emphasizing the formative role of visual arts, music, drama, and movement, the course explores how these disciplines cultivate attention, imagination, and embodied understanding in PreK-6 learners. Students develop practical strategies for incorporating the arts across the curriculum to enhance creativity, communication, and collaboration while fostering the pursuit of truth, goodness, and beauty in the learning process. Course fulfills licensure requirements for those pursuing state teacher licensure after completion of the MACE degree program.

Benedictine College awards graduate credit after an assessment of a prior learning portfolio developed by an applicant seeking credit for successful completion of non-accredited professional formation, certification or credential programs. Not all graduate programs accept prior learning credits (e.g., programs that require licensure). Before considering or pursuing prior learning credits, the student should consult with the appropriate department chair. Application for prior learning credit, normally done within the first semester of enrollment in graduate studies at Benedictine College, is through enrollment in a zero-credit course in the academic department in which the credit is being sought and payment of the fee for portfolio review. Prior learning credit is not transferable; nor can it be awarded to complete a degree after a student leaves the College.

This course immerses students in the great literary, political, and philosophical books of the ancient Greco-Roman world. This immersion has two distinct goals. First, students will better understand the enduring questions that animate the Western tradition of classical paideia and will formulate their own responses to those questions. Second, students will study the theory and art of leading seminar-style discussions, so that the course serves as a practicum on seminar-style pedagogy for future teachers.

This course immerses students in the great literary, political, and philosophical books of the medieval Latin West. This immersion has two distinct goals. First, students will better understand the enduring questions that animate the Western tradition of classical paideia and will formulate their own responses to those questions. Second, students will study the theory and art of leading seminar-style discussions, so that the course serves as a practicum on seminar-style pedagogy for future teachers.

This course immerses students in the great literary, political, and philosophical books of the Renaissance. This immersion has two distinct goals. First, students will better understand the enduring questions that animate the Western tradition of classical paideia and will formulate their own responses to those questions. Second, students will study the theory and art of leading seminar-style discussions, so that the course serves as a practicum on seminar-style pedagogy for future teachers.

This course immerses students in the great literary, political, and philosophical books of the modern world. This immersion has two distinct goals. First, students will better understand the enduring questions that animate the Western tradition of classical paideia and will formulate their own responses to those questions. Second, students will study the theory and art of leading seminar-style discussions, so that the course serves as a practicum on seminar-style pedagogy for future teachers.

Capstone project for graduate degrees.