| EDU 500. |
Early Childhood Education Curriculum and Methods |
3-0-3
|
| Field-based course that examines the theoretical
understandings of curriculum and methods and their application to the
elementary classroom. Includes study of methods of instruction,
classroom management and multiple-assessment strategies for all students
including limited-English-proficient (LEP) and diverse populations. 30
hours of field experience required. PR: EDU 601 and PSY 652; admission
to Teacher Education. |
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| EDU 501. |
Middle-Grades Education Curriculum and Methods |
3-0-3
|
| Examines the theoretical understandings of
curriculum and methods, and their application to the middle-school
classroom. Includes study of methods of instruction and assessment
appropriate for young adolescents’ physical, social, cognitive, moral
and emotional development within the context of diverse families, peer
groups, schools and cultures. 30 hours of field experience required. PR:
Admission to Teacher Education. PR: EDU 601 and PSY 652; admission to teacher education. |
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| EDU 505. |
Instructional Management |
2-0-2
|
| Accompanies fall-semester student
teaching/internship. Applications of various techniques and approaches
to organizing, managing and adapting curriculum materials and the
learning environment to meet the needs of diverse learners (including
exceptional and LEP students). Development of personal plans for
implementing instructional management. PR: Approval for student
teaching/internship. CR: EDU 588, 589, 597 or 599. |
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| EDU 510. |
Professional Dispositions |
1-0-1
|
| A global consideration of professional dispositions
in the field of education familiarizing candidates with professional
practices (P-12). Candidates will examine the knowledge, attitudes,
skills and professional dispositions of successful teachers and
education programs. This course will provide students with the tools to
deal successfully with the dramatic changes in the teaching profession
and to remain informed regarding the multiple and complex dimensions of
education. |
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| EDU 580. |
Secondary Curriculum and Methods |
4-0-4
|
| Appropriate organizational structures for
middle-grades and secondary schools. Sources and structures of
curriculum, varying patterns of planning and implementation. The use of a
variety of instructional methods and multiple-assessment strategies for
regular instruction and diverse populations including LEP students. 30
hours of field experience required. PR: EDU 601 and PSY 652; Admission
to Teacher Education. |
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| EDU 588. |
Clinical Practice(Grades P-5) |
4-0-4
|
| Completion of preplanning and district orientation
at assigned school. Observing, participating and microteaching under the
guidance of the cooperating teacher in the school part time. Emphasis
on developmental need of early childhood learners. Fee required. PR:
ICDS; EDU 500, 501 or 580; EDU 601, 603 and 605; Approval for Student
Teaching. CR: EDU 505; with consent of advisor, EDU 603 and 605. |
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| EDU 589. |
Clinical Practice (Grades 4-12) |
2-0-2
|
| Completion of preplanning and district orientation
at assigned school. Observing, participating and microteaching under the
guidance of the cooperating teacher in the school full time during the
last two weeks in August and part time for the remainder of the
semester. Fee required. PR: ICDS; EDU 500, 501 or 580; EDU 601, 603 and
605; Approval for Student Teaching. CR: EDU 505; with consent of
advisor, EDU 603 and 605. |
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| EDU 590. |
Professional Seminar |
1-0-1
|
| Accompanies spring semester of student
teaching/internship. Students articulate their philosophy of education,
theory of curriculum and management style through discussion and
portfolio development. PR: Approval for Student Teaching. CR: EDU 598 or
599. |
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| EDU 597. |
Initial Certification Internship in Teaching I |
3-0-3
|
| Observation, participation and teaching under the
guidance of a qualified supervising teacher in the school setting.
Seminars on campus, journal writing and conferences with the supervising
teacher and college coordinator stress reflection on the teaching
experience. Initial certification at the graduate level only. Fee
required. PR: ICDS; EDU 500,501 or 580. CR: EDU 505. |
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| EDU 598. |
Initial Certification Internship in Teaching II |
3-0-3
|
Continuation of EDU 597 with emphasis on analysis of
student work and portfolio construction. Fee required. PR: EDU 597; CR:
EDU 590. 300+ field experience hours required.
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| EDU 599. |
Student Teaching |
9 hours
|
| Observation, participation and teaching under the
guidance of a qualified supervising teacher in the school setting.
Seminars on campus, journal writing, and conferences with the
supervising teacher and college coordinator stress reflection on the
teaching experience. Fee required.PR: Approval for Student Teaching. CR:
EDU 590. |
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| EDU 601. |
Foundations of Education |
3-0-3
|
| Analysis of current problems and practices in
education; legal, historical, philosophical, psychological and
sociological influences affecting practices and programs. Major emphasis
placed on the issues related to diversity in the school environment. |
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| EDU 602. |
Action-Based Research in Education |
3-0-3
|
| Identification of and strategies for researchable,
action-based educational problems. Descriptive and basic inferential
statistics, interpretation and critique of reported action-based
research methodologies and skill in synthesizing reported results.
Decision making regarding appropriate research methodologies in
classroom context will culminate in an action-research proposal. |
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| EDU 603. |
Curriculum Theory |
3-0-3
|
| Advanced study and critical analysis of the learning
environment in P-12 schools and the relationship of curriculum
construction in the context of school reform. Includes study of
theorists in field, the historical traditions of school practice, and
the scope and philosophies of curriculum aims. Local, state, national
and international aspects of curriculum development and testing
presented. PR for ICDS only: EDU 500, 501 or 580.; for M.Ed. only
EDU 601; CR with permission of advisor: EDU 588 or 589. 3 hours field experience required. |
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| EDU 605. |
Practicum for Teachers (Area: __________) |
1-6
|
| Practical supervised learning experience with
students in classroom environments. Includes observation, lesson and
course design, classroom management and evaluation strategies, and
reflection. Minimum 35 contact hours. Can be repeated for credit. |
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| EDU 606. |
Advanced Children’s Literature |
3-0-3
|
| A survey of children’s literature incorporating
in-depth studies of related research, literature-evaluation criteria,
and the development of a literate environment. Focuses on the use of
high-quality, developmentally and age-appropriate children’s/adolescent
literature across the curriculum. The incorporation of multicultural
literature will be an important aspect of the course. |
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| EDU 607. |
The Teaching of Science |
3-0-3
|
| Overview of science instruction in elementary and
middle school emphasizing innovative programs, inquiry methods of
teaching, reflection, diversity, and hands-on experiences. Laboratory
work in biological and physical science, class presentations, classroom
research and field experiences, peer teaching, and lesson design. 10 hours field experience required. |
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| EDU 609. |
Economic-Education Institute for Teachers I —
Principles |
3-0-3
|
| (See ECO 609.) |
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| EDU 610. |
Economic-Education Institute for Teachers
II—Advanced Topics |
3-0-3
|
| (See ECO 610.) |
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| EDU 612. |
Theories and Strategies in Reading |
3-0-3
|
| A foundations course which seeks to develop
knowledge of the reading and writing processes, awareness of factors
affecting literacy development, and competence in reading instruction
and evaluation of reading development for diverse students in a variety
of programs at the P-8 level. Study of the related research, children’s
literature and non-print resources, and technology-based practices. 10 hours field experience required. |
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| EDU 614. |
Trends and Issues (Area: _________) |
3-0-3
|
| Survey of recent trends in each of the areas of
science, fine arts, mathematics, health and physical education, social
sciences, and secondary education. Each participant will choose one area
for concentrated research of influences in the curriculum in that area
and show how research can be used in the classroom. |
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| EDU 615. |
Reading Instruction and Materials |
3-0-3
|
| Critical analysis of traditional and current
materials and methods used in reading and writing instruction. Focuses
on the design/selection, use and evaluation of materials, including
technology, to meet curriculum goals and needs of diverse learners.
Investigates related research. 15 hours field experience required. |
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| EDU 616. |
Diagnostic Reading Instruction |
3-0-3
|
| Investigation of formal and informal evaluation
procedures, strategies and materials for assessing processes and
products of readers for purposes of designing instruction to meet the
needs of diverse individuals including English-language learners.
Requires the collection, analysis and interpretation of diagnostic data.
15 hours field experience required. |
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| EDU 617. |
Advanced Language Arts |
3-0-3
|
| Intensive study of and reflection upon research and
practices in the teaching of the language arts. Focus on the
integration of the language arts, the emergent development of literacy,
the role and value of language in literacy learning, and the
incorporation of the language arts across the curriculum. 10 hours field experience required. |
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| EDU 618. |
Remediation of Reading Difficulties |
3-0-3
|
| Assessment of individual children with reading
difficulties. Requires specific diagnosis in collaboration with the
instructor, planning and implementation of remedial instruction, and
communication of findings and progress to the parent and other
educators. Field-based experiences required. PR: EDU 616 or consent of
instructor. 40 hours field experience required. |
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| EDU 619. |
Reading in the Content Areas |
3-0-3
|
| A study of the interactions among the reader, the
text, and the context in constructing meaning. Models instructional
strategies for activating prior knowledge, guiding reading, developing
comprehension, and monitoring comprehension in a variety of texts.
15 hours field experience required. |
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| EDU 620. |
Creative Activities |
3-0-3
|
| Participation in and reflection upon various
activities designed to increase creativity in teaching approaches and to
provide more and varied opportunities for youngsters to express their
creativity. Focuses on appropriate activities for diverse students and
the integration of creative activities across the curriculum. 10 hours field experience required. |
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| EDU 622. |
Environmental Science and the Teacher |
3-0-3
|
| Participation in activities which will enhance teachers' content knowledge and skills in the successful teaching of environmental science concepts within an activity-based, participatory classroom structure. Using affordable contemporary technologies, students will participate in fieldwork, including gathering and analyzing real-world data in order to make inferences and predictions. Work in the classroom will be coordinated with fieldwork and all content/concepts will be linked with contemporary professional standards. Content appropriate for all grade levels will be included. |
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| EDU 623. |
Experiential-Education Leadership Development |
3-0-3
|
| Experiential-education leadership techniques
including group dynamics, teaching/learning styles, team building, and
facilitation and processing skills. Experiential-education options
including games, initiatives and adventure activities will be explored
as well as the use of experiential education in school, organization and
therapeutic settings. The course provides current information and
skills that qualify the student to become a low-elements
challenge-course instructor. Fee required. |
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| EDU 626. |
Middle-Grades and Secondary Applied Action-Based
Research |
2-0-2
|
| Teacher-initiated and supplied action-based research
project required; implementation plan; and data collection and
evaluation. Work with faculty mentor(s) in execution of research
project. PR: EDU 602. 20 hours field experience required. |
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| EDU 628. |
Young Adult Literature |
3-0-3
|
| The nature of young adolescent literature; relevant
developments in young-adult literature; strategies for promoting
reading; ways to initiate deep thinking about literary works,
young-adult literature and nonprint media; and pedagogical
considerations in teaching adolescent literature. Includes a research
project involving young-adult literature, adolescent development,
integrating multimedia responses to literature, writing an original
young-adult novel, or other aspects of adolescent literature. |
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| EDU 629. |
Institute for Teachers (Area: _________) |
1-6
|
| Special topics of concern to teachers through grade
12. Development of concepts, skills, and materials for use in the
participants’ classrooms. Topics include, but are not limited to,
learning styles; sciences; integrated curriculum; and mathematics. May
be repeated for credit with advisor’s approval. |
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| EDU 630. |
Educators in Industry |
3-0-3
|
Orientation to the basic concepts of career
education: employability skills, work force changes and assessment of
values, self-concept and decision-making skills. Business/
industrial representatives describe personal, job, and
information-processing skills necessary for success in the working
environment of the future. A field experience in which students shadow a
worker from a business/industrial setting is included. |
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| EDU 631. |
Geography |
3-0-3
|
| Advanced study of the content and pedagogy of
geography. Includes a survey of the theoretical foundations of geography
to expand the teacher’s knowledge base, a field-trip component in order
to collect geographic data for analysis in class, and investigation of
contemporary trends. Research paper and class presentations. |
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| EDU 633. |
Contemporary Science Instruction
|
3-0-3
|
| Following current trends in science teaching, using hands-on methods and following constructivist learning theory, students will broaden their knowledge of science content and pedagogical skills. Inquiry-oriented classroom science activities will be integrated into science investigations designed to engage students in the problem-solving method. Students will gain experience in science curricula, content and pedagogy following current guidelines of the learned societies in science education. |
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| EDU 636. |
Social Studies for Teachers |
3-0-3
|
| Curriculum, methods and content (including
geography) of social-studies programs for elementary and middle-grades
students, with an emphasis on active and inquiry approaches to
instruction, global and multicultural curriculum issues, and
interdisciplinary-course design. Classroom research and field
experiences, class simulations and presentations, and curriculum
design. 10 hours field experience. |
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| EDU 637. |
Educational Computer Applications |
3-0-3
|
| Survey of applications of computer technology in
teaching and managing instruction. Emphasizes personal and instructional
uses of software tool programs, networked environments (local and
global), integration of educational software into the curriculum, and
educational-technology issues related to fair use and equity. Electronic
portfolios will be developed to house the artifacts created in the
course. A general familiarization with computers is expected. |
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| EDU 638. |
Multimedia Computer Applications |
3-0-3
|
| Utilizes resources, concepts and methods to support
the use of multimedia technology in education. Emphasis upon the
creation and instructional uses of hypertext, graphics, digital audio,
animation, QuickTime movies, music files, optical media, hypermedia,
interactive multimedia, authoring tools, and network environments (local
and global). Application of multimedia tools to produce electronic
portfolios, interactive instruction, and Web-based authoring. A general
knowledge of computer operations and software tools is required for this
course. |
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| EDU 640. |
Children in Families, Communities and Cultures |
3-0-3
|
| Focuses on how families, communities and cultures
impact children’s development and how teachers and human-service
professionals can effectively work with diverse families and cultures. |
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| EDU 641. |
Action-Based Research Seminar |
1-0-1
|
| Completion of data analysis and interpretation of
action research. Written summary of findings connecting personal
experiences and contextualized findings from the literature. Delivery of
a formal presentation of the action-research project required. Final
project submitted to members of oral-examination committee for
evaluation and synthesis. PR: EDU 602 and 626. |
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| EDU 642. |
Instructional Management |
3-0-3
|
| Covers professionalism in teaching, classroom
management and instructional strategies for best classroom practices.
Designed for practicing teachers, participants will have the opportunity
to discuss and diagnose classroom management and instructional
concerns. |
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| EDU 645. |
Organization and Supervision of Reading Programs |
1-3
|
| Practical learning experiences with reading teachers
and supervisors at the school and system levels. Emphasis on needs
assessment, program development, technology-based practices, curriculum
evaluation, and organization for reading programs. |
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| EDU 647. |
Spanish for Teachers |
3-0-3
|
| Designed to teach basic Spanish skills and to assist
teachers in understanding students’ cultural backgrounds so that they
may be better prepared to teach Spanish-speaking students. Designed for
practicing teachers, interns, and those seeking initial certification,
the course covers basic communication skills (survival phrases,
vocabulary, grammar) in Spanish, as well as teaching strategies for
improving student achievement. |
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| EDU 650. |
Writing to Learn |
3-0-3
|
Innovative approaches to teaching writing, including
strategies for energizing the basic writer and for challenging the
advanced writer as well as the evaluation of writing
and learning about current and forthcoming assessments of writing
at the state and national levels. |
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| EDU 651. |
Writing Across the Curriculum |
3-0-3
|
| An intensive study of the ways that writing can
enhance learning across subject areas, a survey of “best practices,” an
analysis of research in the field of composition, and a study of the
ways that nonprint technologies can enhance the writing environment. |
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| EDU 655. |
Topics in Reading Research |
3-0-3
|
| Investigation of the research related to systems of
language (phonemic, morphemic, semantic, syntactic and pragmatic);
literature-based instruction; and comprehension in literacy development. |
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| EDU 662. |
Applied Linguistics for ESOL Teachers |
2-0-2
|
| Investigation of the nature of linguistic systems
(phonology, morphology, syntax, semantics, pragmatics), theories of
language development and the acquisition of first and second languages
in diverse cultural settings. Review of idiosyncratic elements of
English grammar as they pertain to second-language learning. |
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| EDU 663. |
Language and Culture in Education |
2-0-2
|
| Pluralistic and global perspective to the equitable
education of culturally and linguistically diverse student populations.
Emphasis on the effects of cultural values inside and outside the
classroom and how these factors influence teaching and learning outcomes
and the relationship between language, culture and identity in terms of
how teachers can best provide access to the acquisition of English,
academic knowledge, and skills by students of other cultures.
Cross-cultural growth and competency will be promoted by experiential
learning and reflection. |
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| EDU 664. |
Methods of Teaching in Bilingual/ESOL Settings |
2-2-3
|
| Application of second-language-acquisition theory
and cultural knowledge to curriculum design and method, and application
of whole-language and integrative curriculum approaches for the benefit
of second-language learners; development of abilities to adjust lessons
to the needs of second-language learners to facilitate achievement of
appropriate objectives in the mainstream classroom while enhancing the
acquisition of the English language. Classroom experiences and
opportunities for students to apply knowledge gained in the previous
courses, to gain experiences with ESOL students across age levels, to
redefine and adjust teaching strategies and materials to accomplish
teaching/learning objectives and language-learning objectives, and to
meet the needs of diverse learners. 40 hours field experience required. |
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| EDU 670. |
Women and Education |
3-0-3
|
| Course designed to increase students’ awareness of
gender issues in education and to encourage reflection upon
gender-related educational experiences in elementary, secondary, and
college/university settings. |
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| EDU 671 |
Language Arts and Literature: Content and Practice |
3-0-3 |
| This course is designed to survey content, materials, and research as they relate to language arts and print and non-print children's literature for students Pre K - 12th grade. Content knowledge and preparation of materials and resources designed to promote integrated language arts learning through the infusing of children's literature into reading and content area instruction. 10 hours field experience required. |
| EDU 675. |
Fundamentals in the Supervision of Student Teaching |
3-0-3
|
| Preparation of teachers to supervise student
teachers effectively; competency areas studied through modules in this
first course. |
| |
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|
| EDU 676. |
Internship in the Supervision of Student Teaching |
3-0-3
|
| Development of proficiency in the competency areas
during the second course in this sequence. Teachers must be assigned a
student teacher when enrolled for this course. |
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| EDU 680. |
Academic Assessment |
3-0-3
|
| Survey of past and present assessment practices
ranging from theory-based to performance-based. Candidates will analyze
standards-based, norm-referenced, criterion-references and
performance-based practices while considering related ethical issues.
Candidates will develop and use authentic assessments as they become
more knowledgeable of portfolios. While developing program portfolio
artifacts, candidates will address National Board of Professional
Teaching Standards. 10 hours field experience required. |
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| EDU 698-699. Thesis |
3-0-3; 3-0-3
|
| A scholarly research experience intended for
students planning to pursue additional graduate work. This opportunity
allows individuals to formulate and express the results of major
research and comprehensive study. Must be taken in a two-course
sequence, 3 hours per course. The thesis cannot be used as a substitute
for M.Ed. program requirements. |