Education course offerings
EDUC 120 Psychology for Teaching
(Half course / 2 semester credits)
Course content features learning and motivation theories, cultural perspectives, classroom management and recommended teaching 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
(Half course / 2 semester credits)
This course addresses the development of schools as institutions from a historical, philosophical, political and sociological perspective. It traces the evolution of schools, educational systems and educational thought in the United States in relation to the major traditions of education and the larger movements of American life. Each semester.
EDUC 223 Instructional Technology
(Half course / 2 semester credits)
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. Each semester.
EDUC 226 Elementary/Middle School Social Studies Methods
(Half course / 2 semester credits)
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
(Half course / 2 semester credits)
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
(Half course / 2 semester credits)
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
(Half course / 2 semester credits)
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)
(Half course / 2 semester credits)
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.
EDUC 250 Pre-Student Teaching Experience, Secondary School (150 clock hours)
(Half course / 2 semester credits)
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.
EDUC 271 Music and Movement for Pre-school
(Half course / 2 semester credits)
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, movement and self-expression using classical and modern music. Prerequisite: admission to class cohort. Each semester. Second seven weeks. Taken with EDUC 227.
EDUC 272 A Multicultural Approach to Early Education Curricular Issues and Instructional Methods
(Half course / 2 semester credits)
This course examines multicultural curricular issues in early childhood education. The course is designed to help pre-service 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. Each semester.
EDUC 274 The Role of Play in the Growth and Development of Young Children
(Half course / 2 semester credits)
This course will investigate the importance of play in the young child's social, cultural, psychological and physical development. Prerequisite: admission to class cohort. Each semester.
EDUC 276 The Organization and Administration of Early Childhood Programs
(Half course / 2 semester credits)
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 (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 be used. Prerequisites: EDUC 120, 125, SSCI 220 and admission to class cohort. Each semester. Taken for a full or half course / 2 semester credits depending on program. Music education majors enroll in EDUC 281 for half course / 2 semester credits.
EDUC 285 Elementary School Math/Science Methods
In this course, students take an active roll in class activities and discussion which model strategies to integrate science and math instruction with other curricular areas especially environmental education. Students are involved in field experiences and class activities that focus on the application of current learning theories as well as math and science curriculum standards. Prerequisites: EDUC 120, 125, SSCI 220 and admission to class cohort. Sophomore block. Each semester.
EDUC 289 Special Topics
(Half course / 2 semester credits)
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
(Half course / 2 semester credits)
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 associate dean.
EDUC 300 Teaching in a Developing Country
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 explore 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 301 High School/Middle School Math Methods
(Half course / 2 semester credits)
A course designed to prepare future high school mathematics teachers. This course stresses instructional methods unique to mathematics, lesson planning, curriculum trends and developments in math and math assessment. Students take this course during the semester they student teach or immediately preceding their student teaching. Prerequisite: acceptance into teacher education. Fall semester.
EDUC 302 High School/Middle School English and Speech Methods
(Half course / 2 semester credits)
A study of contemporary approaches to the teaching of English in American secondary schools. Emphasis is placed on planning, preparation, presentation, measurement and evaluation. Students are introduced to the modern high school through frequent observation and reflection. Students take this course during the semester they student teach or during the semester immediately preceding their student teaching. Prerequisite: acceptance into teacher education. Fall semester.
EDUC 303 High School/Middle School Social Studies Methods
(Half course / 2 semester credits)
This course examines theoretical, philosophical and historical foundations of the social studies field. Students will examine current practices in the field, both methodological and curricular, to gain a more complete understanding of contemporary practice. Teaching methods, lesson planning, evaluation and learning theories will also be considered. Students take this course during the semester they student teach or during the semester immediately preceding their student teaching. Prerequisite: acceptance into teacher education. Fall semester.
EDUC 304 High School/Middle School Foreign Language Methods
(Half course / 2 semester credits)
A comprehensive treatment of modern foreign language teaching based on the nature of language and new discoveries in psychology, physiology, pedagogy and linguistics. Films and discussions will enable future teachers to evaluate their observations of high school classes, prepare lesson plans and tests and to provide opportunities for their students to acquire and develop habits and skills which will ultimately lead to mastery of the foreign language. Students take this course in their junior or senior year. Prerequisite: acceptance into teacher education. Fall semester, alternate years.
EDUC 305 High School/Middle School Religious Studies Methods
(Half course / 2 semester credits)
A study of the various methods used by religious educators. Both theological and social science models will be examined. The content of religion courses and the process of communicating meaning will be addressed. Students take this course during the semester they student teach. Prerequisite: acceptance into teacher education.
EDUC 306 Elementary/Middle School Religious Studies Methods
(Half course / 2 semester credits)
A study of the various methods of teaching religion in elementary schools. This will include planning techniques, available programs and models, present trends and resources which are unique to teaching religion. Prerequisite: acceptance into teacher education.
EDUC 309 High School/Middle School Science Methods
(Half course / 2 semester credits)
A course designed to prepare future high school science teachers. The course stresses lesson planning, methodology, techniques relevant to science and curriculum trends and development as a means of preparing students to teach science. Students take this course during the semester they student teach or during the semester immediately preceding their student teaching. Prerequisite: acceptance into teacher education. Fall semester.
EDUC 310 Methods in Teaching English as a Second Language
(Half course / 2 semester credits)
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
(Half course / 2 semester credits)
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
(Half course / 2 semester credits)
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
(Half course / 2 semester credits)
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 the Secondary School
(Half course / 2 semester credits)
General music programs for junior and 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
(Half course / 2 semester credits)
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. Prerequisite: acceptance into teacher education. Each semester.
EDUC 332 The Adolescent: Psychology and Methods in the Middle School
(Half course / 2 semester credits)
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. Prerequisites: SSCI 220, EDUC 120 and acceptance into teacher education. Each semester.
EDUC 334 Middle School Field Experience
(Half course / 2 semester credits)
Students work with mentor teachers in a model middle school in order to experience first-hand how progressive middle schools reflect contemporary knowledge of adolescent development and address significant social issues through strategies such as integrated curriculum, cooperative learning, houses or pods or exploratories. EDUC 377, 331, 332 and this course are offered as an integrated block permitting students to apply concepts learned in their courses to their fieldwork as well as to relate their experiences back to issues in class discussions. Prerequisites: taken with EDUC 331 and 332. Each semester.
EDUC 340 Education and World Development
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.
EDUC 350 Developmental Reading and the Language Arts
This course is designed for pre-service early childhood/elementary/middle school teachers. 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, admission to class cohort. 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. Each semester. Taken for a full or half course / 2 semester credits depending on program. Music education majors enroll in EDUC 351 for a half course / 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 online 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. This 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, interactive 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. 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 Addressing Non-Academic Needs
The issues adolescents face today are more numerous, intense and adult-like than those confronted by adolescents a century ago. Changes in family structure and increasing divorce rates mean that families are less able to provide the guidance and support youth need to make wise decisions about their lives. Adolescents bring these issues with them when they enter the classroom. Consequently, contemporary teachers are being asked to serve in extended roles for students (counselor, adviser, resource, advocate). This course investigates the non-academic needs of adolescents and strategies for addressing those needs. Special emphasis will be placed on issues such as self-image, substance abuse, sexuality, peer relationships and family communication. Strategies will include effective decision-making, peer mediation, conflict resolution and collaboration with social service agencies. Prerequisite: taken with EDUC 331,332 and 334.
EDUC 386 Reading Improvement in the Elementary/Middle School
This course consists of seminars and directed teaching experiences. Students learn to diagnose reading disabilities and to design and implement remedial reading instruction. Students are supervised in a clinical experience as they tutor one reading-disabled child for two 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 and 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. Each semester.
EDUC 394 Curriculum and Instructional Planning for Young Children
This course will focus on curriculum, methodology and instructional content for pre-school and kindergarten age children. Examples include attention to number concepts, seriation, and spatial systems, science and social studies for young children, early language experiences, the use of art and drama and attention to health and safety issues. Students become familiar with instructional materials appropriate for young children. Attention will be given to the implementation of best practice and techniques for selecting, planning, organizing, presenting and evaluating educational experiences appropriate to the developmental level of the children. Prerequisite: acceptance into teacher education. Fall semester.
EDUC 440-477 (Note:
student teaching courses appear at the end of the list).
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, firms or 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.
Student teaching courses:
EDUC 440 Student Teaching: Early Childhood
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.
EDUC 445 Student Teaching: Middle Childhood
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.
EDUC 450 Student Teaching: Early Adolescence
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.
EDUC 455 Student Teaching: Adolescence
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.
EDUC 469 Student Teaching: General Music
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.
EDUC 470 Student Teaching: Choral Music
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.
EDUC 475 Student Teaching: Instrumental Music I
EDUC 476 Student Teaching: Instrumental Music II
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.
EDUC 477 Overseas Student Teaching I
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.
