EDUC 120 Psychology for Teaching
Course content features learning and motivation theories, and recommended teaching and assessment strategies. Concepts and required course work are applied to primary, elementary, middle, and secondary classroom situations. Each semester.
EDUC 125 Foundations of U.S. Education
This course addresses the development of schools as institutions from an historical, philosophical, political and sociological perspective. It traces the evolution of schools, educational systems and educational thought in the U.S. in relation to the major traditions of education and the larger movements of American life. Each semester.
EDUC 223 Instructional Technology
The uses of new media (including computers and video) in the school curriculum are combined in a laboratory approach with equipment operation and the production of materials. The course applies some of the knowledge available about perception, learning, and communication theory to instructional technology applications in the classroom. Non-credit lab. Sophomore Block. Each semester.
EDUC 226 Elementary/Middle School Social Studies Methods
This course provides a theoretical, historical and philosophical examination for teaching social studies in the elementary school. Social studies methods are considered as well as evaluation, theories of learning, curricular development, and contemporary classroom practices. Prerequisite: admission to class cohort. Each semester.
EDUC 227 Early Childhood/Elementary Music Education Methods
This course is designed to give future classroom teachers the musical experience, skills, and understanding necessary for teaching music at the primary level. Music fundamentals, accompanying instrument techniques, and methodology are emphasized. Prerequisite: admission to class cohort. Each semester.
EDUC 228 Elementary/Middle School Music Education Methods
This course is designed to give future classroom teachers the musical experience, skills, and understanding necessary for teaching music in the upper grade levels. Music fundamentals, accompanying instrument techniques, and methodology are emphasized. Prerequisite: admission to class cohort. Each semester.
EDUC 235 Teaching Methods in the Arts
This course explores strategies for integrating art, music, and drama activities into K-8 classrooms. It offers practical experiences in the creation and teaching of arts activities while providing students with an understanding of the relationship of the arts to the core curriculum. Students will engage in learning experiences which support the use of the arts in the classroom. It is hoped that skills acquired in this class will lead to more creative approaches to teaching and learning. Prerequisites: education cohort. Each semester.
EDUC 249 Pre-Student Teaching Experience, Elementary School (150 clock hours)
A practicum experience for prospective elementary education candidates. For five weeks, students who aspire to be teachers are assigned full-time to a certified teacher as an assistant in a public or parochial school. Emphasis is placed on direct application of theory in the classroom. The focus is on discrimination of effective teaching-learning practice. Taken as part of the pre-professional block. Prerequisite: admission to class cohort. Each semester. Graded on S/U basis.
EDUC 250 Pre-Student Teaching Experience, Secondary School (150 clock hours)
A practicum experience for prospective secondary education candidates. For five weeks, students who aspire to be teachers are assigned full-time to a certified teacher as an assistant in a public or parochial school. Emphasis is placed on direct application of theory in the classroom. The focus is on discrimination of effective teaching-learning practice. Taken as part of the pre-professional block. Prerequisite: admission to class cohort. Each semester. Graded on S/U basis.
EDUC 252 The Comprehensive High School
This course is an introduction to the unique characteristics of the comprehensive American high school. Early Adolescent/Adolescent certification students will begin by examining the origins of the comprehensive high school, originally described in 1918 as "the people's college." The evolution of the high school to its contemporary format will be examined. Students will review seminal documents developed over the last century intended to reform the American high school and assess their relative impact. Sophomore Block. Each semester.
EDUC 254 Instructional Methodologies for Adolescents
This course examines the theoretical, philosophical and historical origin of the field in which students will be gaining certification. Students will study current practices in their certification area, both methodological and curricular, to gain a more complete understanding of contemporary practice. Concepts common to all teaching areas including teaching methods, lesson planning, evaluation and learning theories will be considered, along with methodologies more specific to selected teaching areas. Students seeking Early Adolescent/Adolescent certification will enroll in this course in conjunction with a series of other education classes during Pre-Professional Block.
EDUC 271 Music and Movement for Pre-school
This course is designed to investigate the child's potential for self-expression and discovery. Music and rhythms will be studied as a way to stimulate the child's natural tendency to use movement as an instrument of play and self-expression. Students will study chants and rhythms, dance and musical games, percussion instruments and movement, and self-expression using classical and modern music. Prerequisite: admission to class cohort. Each semester. Second seven weeks. Taken with EDUC 227. Admission to class cohort.
EDUC 272 A Multicultural Approach to Early Education Curricular Issues and Instructional Methods
This course examines Multicultural Curricular Issues in early childhood education. The course is designed to help preservice teachers gain an understanding of multicultural issues that emerge in schooling and society. EDUC 272 is designed to teach skills on creating developmentally appropriate teaching methods and materials that are sensitive and relevant to a multicultural student population. Prerequisites: Pre-Professional Block and acceptance into Teacher Education. Every semester.
EDUC 274 The Role of Play in the Growth and Development of Young Children
This course will investigate the importance of play in the young child's social, cultural, psychological, and physical development. Prerequisite: admission to class cohort. Every semester.
EDUC 276 The Organization and Administration of Early Childhood Programs (Infrequently Offered Courses)
This course will focus on those systems central to the success of early childhood programs. The course will address issues such as classroom environment, selection of furnishings and instructional materials, conflict management, parental and family involvement, assessment and diagnostic strategies, use of community resources and social services, state and federal regulations, and professional development, memberships, and advocacy. Prerequisite: acceptance into Teacher Education. Fall or Spring semester.
EDUC 277 Health Education Methods
Innovative and experiential approaches (e.g. movement exploration, games, rhythms, fitness testing, sports skills) to teaching wellness concepts with special emphasis on self-image, nutrition, substance use/misuse, cardiovascular health, emergency first aid/safety, sexuality and harassment, and conflict resolution. Prerequisite: admission to class cohort. Each semester.
EDUC 281 Teaching Children with Disabilities
The unique needs and rights of children and adolescents eligible for special education services will be studied. Specific classifications of exceptionally include: cognitive, learning, emotional, speech/auditory, visual, physical/health, Autism and gifted/talented. Conditions of prevalence, eligibility, transition, assessment, special pedagogy and multicultural considerations will be treated. Students also learn to be informed users of tests, to bring to the task certain domains of knowledge, including knowledge of the basic uses of tests, the important attributes which lead to the development of good tests, and the kinds of behaviors sampled by particular tests. References to current issues, legislation, and court cases will also occur. Prerequisites: EDUC 120, 125, SSCI 220 and admission to class cohort. Each semester.
EDUC 285 Elementary School Science Methods
This course integrates research-based strategies, constructivist teaching principles, and student passions with science instruction. Science can be a dynamic, creative and enlightening subject when applied to personal interests and goals and the innate wonders of the natural world. This course will focus on classroom management, content knowledge of science and science standards, including biology, chemistry, physics, and earth science and the application of research-based student-centered instructional strategies in the science classroom. Prerequisites: EDUC 120, 125, SSCI 220 and admission to class cohort. Sophomore Block. Each semester.
EDUC 286 Elementary School Math Methods
This course focuses on research-based strategies, constructivist teaching principles, and student passions with mathematics instruction. Current practices using manipulatives, essential questioning skills, and assessment strategies will be evaluated in the coursework and through dialogue with the class. This course will also study classroom management, content knowledge of mathematics and mathematics standards, and the application of research-based student-centered instructional strategies in the mathematics classroom. Prerequisites: EDUC 120, 125, SSCI 220 and admission to class cohort. Sophomore Block. Each semester.
EDUC 289 Special Topics
This is a seminar course that is offered whenever a mutual interest in a specialized topic in education or pedagogy exists for a member of the faculty and a sufficient number of students.
EDUC 290 Independent Study
This course provides the opportunity to investigate, through independent inquiry and critical analysis, educational theories, practices, and agencies which influence the work of teachers. Prerequisites: consent of instructor and approval of the Associate Dean.
EDUC 300 Teaching in a Developing Country (Infrequently Offered Courses)
Prospective teachers seeking elementary or secondary certification will study and teach in a developing country. During spring break students and the instructor travel to Belize, St. Vincent, or St. Lucia, to teach a prescribed curriculum in that country's schools and to tour the country exploring the education system, culture, history, religion, ecology, geography and tourism of the country. Prior to departure, students prepare prescribed lessons to be taught. Upon returning students create a portfolio of study on the country visited, to be used in their own future teaching assignments.
EDUC 310 Methods in Teaching English as a Second Language
This course is for prospective teachers pursuing ESL certification. It provides instruction in the following areas: methods and approaches to teaching ESL, background and techniques for teaching basic language skills, second language acquisition, learner variables, assessment, and lesson planning. Summer.
EDUC 315 Choral Music Methods for Junior and Senior High School
A study of the techniques of choral singing, performance style of various periods of music, swing choir techniques, the presentation of high school musicals, choral arranging, and the administration of a choral program in the junior and senior high school. Prerequisite: MUSI 381. Fall semester.
EDUC 316 Instrumental Music in the Schools
All aspects of administration, budgeting, music literature, and rehearsal techniques for the total instrumental music program will be explored. The unique problems of brass, percussion, string, and woodwind instrumental music will be studied. The course will include observation and participation in the schools, current marching band techniques and arranging. Prerequisite: MUSI 381. Fall semester.
EDUC 317 General Music in the Elementary School
General music program content for the elementary grades is reviewed. Methods of presentation for developing musical experience through listening, moving, singing, playing, and creating music are studied. Prerequisite: sophomore standing. Music Education majors only. Fall semester.
EDUC 318 General Music in Secondary School
General music programs for junior/senior high schools are reviewed in depth. This course explores the possibilities for music offerings other than performance. The basic principles of folk instruments (including guitar and autoharp) are taught. The study of adolescent musical capabilities and learning attitudes is included in the course. Prerequisite: sophomore standing. Music Education majors only. Spring semester.
EDUC 331 Adolescent Literature
The course focuses on a scholarly exploration of literature based on a developmental theory of adolescence. Students critique books for their literary and educational value, and discuss key selections in relation to society's concept of the young adult as reflected in books written about and for them. Students research and field test strategies for integrating developmental theory and instructional practice for pre-adolescents and adolescents. Taken with EDUC 332, 334, and 377. Prerequisite: acceptance into Teacher Education. Each semester.
EDUC 332 The Adolescent: Psychology and Methods in the Middle School
This course reviews the principles and theories of young adolescent growth and development already introduced in SSCI 220 and EDUC 120. It focuses on the cognitive, emotional and social development of young adolescents especially as they relate to pedagogy for the middle school. The course also includes the study of the educational research and practice related to middle school curriculum development, implementation, and evaluation as well as the history and organization of the middle school. Taken with EDUC 331, 334, and 377. Prerequisites: SSCI 220, EDUC 120 and acceptance into Teacher Education. Each semester.
EDUC 334 Middle School Field Experience
Integrated experience working with early adolescents in the field. Projects are explicitly connected to theory and research presented in the Early Adolescent Block courses. Students plan, teach and reflect on age appropriate learning experiences. Prerequisites: taken with 331, 332 and 377. Each semester.
EDUC 336 Cognitive Disabilities
An introduction to the education of students with cognitive disabilities. Emphasis will be placed on preparing the regular educator to collaborate with other staff and effectively work with students with cognitive disabilities who are integrated/included in regular education settings. Prerequisite: EDUC 281.
EDUC 337 Learning Disabilities
This course provides the regular educator with a basic understanding of the intervention and remediation techniques and ideas in the academic areas as well as social/emotional behavior. It also addresses teaming and collaboration with other staff to provide appropriate educational programming for the learning disabled student in the mainstream setting. Prerequisite: EDUC 281.
EDUC 340 Education and World Development (Infrequently Offered Courses)
Education is a global phenomenon, valued by both the individual (private benefit) and countries (social benefit). It has been considered to be a key element in the process of development. This course examines the meaning of education and development and explores the complex relationship between them. It examines the philosophical bases for educational priorities and studies some of the policies and practices of both industrialized and less-industrialized countries. It explores the interrelationship between the educational policies and practices of developing countries and their economic, cultural-ideological, and political development. Fulfills General Education Area 11 - Global Society Requirement. See General Education Extended Course Description.
EDUC 348 Deaf Culture & Sign Language in America I
This course is designed to increase awareness of characteristics of the deaf community as well as provide beginning skills in sign language. This course provides an introduction to historical, educational and psycho social issues, family concerns, language and cognitive development of the deaf, social organization, resources, publications, and technology and the deaf.
EDUC 349 Deaf Culture & Sign Language in America II (Infrequently Offered Courses)
This course is designed to further develop an understanding of the components of deaf culture and improve techniques, fluency, and usage of sign language models. Graduate students will be required to prepare a project appropriate for their individual areas in the field of education. Prerequisite: Deaf Culture I.
EDUC 350 Developmental Reading and the Language Arts
This course is designed for early childhood/middle childhood/early adolescence certification students. Students will develop skills in working with emergent readers, study the interrelationships among reading, writing, speaking, and listening and how these language arts can be infused across the curriculum. Models of both the reading process and the writing process are closely examined. Specific approaches and strategies are taught that allow for the integration of the language arts. Prerequisite: completion of the sophomore block. Each semester.
EDUC 351 Reading and Language Arts Across Content Areas
A study of current literature and research in the teaching of reading and language arts across the content areas for prospective middle and secondary teachers. The course is designed to develop skills in the teaching of vocabulary comprehension and study skill strategies as well as investigate models of the reading and writing processes and how they apply across content areas. Prospective teachers will also participate in a clinical experience providing explicit reading instruction to a middle/secondary student. Prerequisite: admission to class cohort. Sophomore Block. Each semester. Taken for 4 / 2 semester credits depending on program. Music education majors enroll in EDUC 351 for 2 semester credits.
EDUC 356 Teaching and Learning with Multimedia
Students will explore the teaching of critical thinking and problem solving skills using multimedia technology. Students will digitize stills, video, and sounds, and incorporate them into linear and branching multimedia projects. The acquisition, analysis, and presentation of information using multimedia in classrooms will be discussed. Classroom implementation and evaluation strategies and issues will be examined. Prerequisite: EDUC 223 or equivalent.
EDUC 357 Telecommunications: Curriculum in a Global Context
Through hands-on experience, participants will develop skills in using the tools of telecommunications to communicate and collaborate with others, access information, conduct research, develop web sites and apply all this to their curriculum. Additional technologies that may be used to complement telecommunications will be introduced, as well as the impact and changes these technologies may create in delivery of education. Issues concerning ethics, security, privacy, copyright, acceptable use and evaluation of on-line information will be addressed. Prerequisite: EDUC 223 or equivalent.
EDUC 358 Hardware, Software, Networks, and Training: Tools for Technology
Equip yourself with tools to become more independent with your own computer. Through hands-on experiences with equipment, and outside field experiences, students develop troubleshooting techniques necessary for survival in the information age. System-critical software will be addressed, as well as training techniques to teach others. Students will examine and evaluate the current technology status in a school, develop a plan for change and write a grant proposal seeking support for it. Prerequisite: EDUC 223 or equivalent.
EDUC 362 Children's Literature
The course is a personal and scholarly journey through the vast world of children's literature. Pre-service elementary teachers are required to read widely from the collection of children's books. The children's literature course examines all forms of literature written for pre-school, elementary and middle school children. The course procedure is supported by the integration of technology, lectures, inter-active discussion, reading with young children, creative writing and performance are the major instructional methods employed in this course. Prerequisite: EDUC 120, 125, SSCI 220 and admission to class cohort. Sophomore Block. Each semester.
EDUC 373 The Writing Process: Socio/Psycholinguistic Elements
This course examines the social, cognitive and linguistic perspectives of language development and how this influences the development of writing. Teachers will be able to utilize appropriate writing and assessment opportunities in the elementary, middle and secondary classroom, based on research in transactional theory of reading and writing.
EDUC 377 The Early Adolescent: Behavior and Assessment
This course is a part of the early adolescent block (EAB) and is made up of two parts. One part of the course deals with the issues of behavior, including, but not limited to classroom management, behavior management, conflict resolution, wellness, parental relationships, and communication. The work in the classroom is supported through projects completed during the field experience for EAB. The second part of this course addresses classroom assessment. Planning assessment strategies, developing good assessment and evaluation tools, and reporting on evaluation results are the focus of the course content. Students apply their knowledge during the EAB field experience. Prerequisite: taken with EDUC 331,332, and 334.
EDUC 382 Students with Emotional and Behavioral Disorders
Through this course certified education personnel will acquire knowledge of the characteristics of emotional disturbances, identification, etiology, and related interventions, and educational programming. Prerequisite: EDUC 281.
EDUC 383 Autism
This course is designed to develop an understanding of autism and related disorders. Information about the challenges and needs of individuals with autism as well as strategies and techniques for addressing learning and behaviors will be provided. Prerequisite: EDUC 281.
EDUC 386 Reading Improvement in the Elementary/Middle School
This course consists of seminars and directed teaching experiences. Students learn to assess children's reading annd design and implement appropriate reading instruction based on assessment results. Students are supervised in a field experience as they assess, then teach children for two to three hours each week.. Prerequisite: EDUC 350 and acceptance into Teacher Education. Each semester.
EDUC 392 History and Philosophy of Early Childhood Education Programs
This course is based on readings in early childhood education and related literature. It introduces students to various historical, philosophical, the theoretical bases for early childhood programs. The course introduces recent developments in the education of the young child. The selection and application of appropriate curriculum and activities is grounded in classical theory. Special emphasis is given to the development and administration of early childhood programs. Prerequisite: acceptance into Teacher Education. Every semester.
EDUC 393 The ADD/ADHD Child in the Schoool
This course provides a basic understanding of the causes, characteristics and identification of students with attention deficit disorder, as well as the elements of the law that affect this area such as Section 504 and IDEA '97. Effective educational treatment and methods of modifying instructional material will be important topics, especially in relation to the prognosis of these students for future success. Prerequisite: EDUC 281.
EDUC 394 Curriculum and Instructional Planning for Young Children
This course will focus on curriculum, methodology, instructional content, and classroom management for pre-school and kindergarten age children. Examples include attention to number concepts, science and investigation, early language experiences, the use of art and drama, and classroom design with special consideration of health and safety issues. Attention will be given to the implementation of developmentally appropriate practice as it relates to selecting, planning, organizing, presenting, and evaluating educational experiences appropriate to the developmental level and cultural background of children. Classroom management will be put into practice during lab in the SNC Children's Center.Prerequisite: acceptance into teacher education. Prerequisite: acceptance into Teacher Education. Each semester.
Student Teaching Course Numbers:
EDUC 440 Student Teaching: Early Childhood
4 or 8 Credits
Pre-service teachers spend nine weeks of full participation at a kindergarten or in a primary grade under the direction of a cooperating teacher and college supervisor at a local public or private school. A weekly seminar is held. Prerequisites: approval to student teach. Each semester. Graded on S/U basis.
EDUC 445 Student Teaching: Middle Childhood
4 or 8 Credits
Pre-service teachers spend nine weeks of full participation in an elementary grade under the direction of a cooperating teacher from a local public or private school and a college supervisor. During the student teaching practicum each student must participate in a seminar once a week. Prerequisite: approval to student teach. Each semester. Graded on S/U basis.
EDUC 450 Student Teaching: Early Adolescence
4 or 8 Credits
Pre-service teachers who seek certification to teach in a middle school spend nine weeks of full participation in a local public or private middle school under the direction of a cooperating teacher and a college supervisor. Weekly seminars are included. Prerequisite: approval to student teach. Each semester. Graded on S/U basis.
EDUC 455 Student Teaching: Adolescence
4 or 8 Credits
Pre-service teachers who seek certification to teach in a high school spend nine weeks of full participation in a local public or private high school under the direction of a cooperating teacher and a college supervisor. During the student teaching practicum each student must participate in a seminar once a week. Prerequisite: approval to student teach. Each semester. Graded on S/U basis.
EDUC 469 Student Teaching: General Music
4 or 8 Credits
Prospective general music teachers spend nine weeks of direct observation and participation in a local public or private elementary and/or middle school under the direction of a cooperating teacher and a college supervisor. Prerequisites: approval to student teach. Each semester. Graded on S/U basis.
EDUC 470 Student Teaching: Choral Music
4 or 8 Credits
Prospective choral music teachers spend nine weeks of direct observation and participation in a local public or private elementary and/or middle school under the direction of a cooperating teacher and a college supervisor. Prerequisites: approval to student teach. Each semester. Graded on S/U basis.
EDUC 475 Student Teaching: Instrumental Music 1
EDUC 476 Student Teaching: Instrumental Music 2
4 or 8 Credits Each
Prospective instrumental music teachers spend nine weeks of direct observation and participation in a local public or private secondary school under the direction of a cooperating teacher and a college supervisor. Prerequisites: approval to student teach. Each semester. Graded on S/U basis.
EDUC 477 Overseas Student Teaching
Pre-service teachers spend nine weeks teaching in an English-speaking country or school. Recent placements have been made in England, Ireland, Wales, Scotland, Australia, New Zealand, Belize, St. Vincent, St. Lucia, Ghana and Japan. Prerequisites: approval to student teach overseas and an overall G.P.A. of 3.0. Graded on S/U basis.
EDUC 484 Adaptive Methods for Regular Education
An introduction to adaptive education methods that provides a framework for modifying both content and instructional methodology to effectively integrate the student with disabilities into the regular classroom. It provides a framework for interdisciplinary and transitional cooperative planning of educational and supporting services. Prerequisite: EDUC 281.
EDUC 486 Adaptive Education Practicum: Regular Educators
Students work with special education staff as part of an instructional team in a 3-week practicum during the Summer Enrichment Program (SEP) with elementary, middle, or secondary level children with disabilities (LD, ADD, ADHD). Students design and implement educational programs, prepare a focus paper and keep a journal. Prerequisite: EDUC 484.
EDUC 489 Special Topics
This is a seminar course that is offered whenever a mutual interest in a more specialized topic in education or pedagogy exists for a member of the faculty and a sufficient number of students.
EDUC 490 Independent Study
Individual study of an approved topic in education or teacher training under the direction of an education faculty member. Independent study permits faculty and students to explore together some subject of special or personal interest. Prerequisites: consent of instructor and approval of the Associate Dean.
EDUC 492 Directed Research
Qualified students may perform projects in educational research under the supervision of an education faculty member. Prerequisites: consent of instructor and approval of the Associate Dean.
EDUC 494 Internship
Appropriate work experience in schools, government agencies, or firms and foundations supporting education may be undertaken for course credit when directly related to the educational goals of the student. Prerequisites: consent of instructor and approval of the Associate Dean.
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