2016-2017 Undergraduate General Catalog


EDUC - Education

EDUC 470-EDUC 474 *NOTE: Student teaching is considered a full-time experience. The minimum length of time any student will spend student teaching is 12 weeks. Students should register for 1 credit hour for each week of student teaching, thus, the minimum number of credit hours any student will register for student teaching is 12 credit hours. Students, however, may complete more than 12 weeks of student teaching and register for more than 12 credit hours if they are pursuing teaching endorsements or double majors. While most students will be able to complete their student teaching within the parameters of the regular semester, students pursuing double majors or those with multiple endorsements, will find that their student teaching will carry over into or start in the Interim term. The Field Placement Coordinator will determine the number of credit hours each student should register for and will confirm this upon receipt of the student teacher roster to ensure that the credit hours registered for are in accordance with Departmental and College policy. Any deviations will be brought to the attention of the Registrar’s Office and will be corrected.

EDUC 110 Foundations of American Education

This introductory foundations course in education will examine the quest for equality of educational opportunity in today's society. Students explore the foregoing in relationship to the historical and philosophical roots of education in today's democratic society. This course, intended for pre-service teachers, will explore the knowledge, skills and dispositions that effective teachers have while providing a comprehensive, foundational background of the education field and teaching as a profession. Course includes an early field experience.

Credits

3

EDUC 219 Technology in Education

This practical course focuses on instructional technology applications in education. Emphasis is on integrating Microsoft Office/Google docs applications including Office, internet tools, and emerging and relevant technology (Smartboards, remote response systems, table, mobile devices, etc.) with appropriate pedagogy.

Credits

3

EDUC 231 Kindergarten Education

Included in this course is a major study of curricula used in kindergartens. Techniques of instruction will be demonstrated and practiced. Materials appropriate for kindergarten children will be emphasized.

Credits

3

EDUC 245 Educational Psychology and Measurement

This course examines learning theories and their application to the classroom. It includes the study of human development in the cognitive, emotional, social, and moral domains, the transfer of learning, motivation theories, and individual differences. Also, it provides an understanding of measurement and evaluation specifically focusing on descriptive statistical tools, standardized and teacher-made tests and grading practices.

Credits

3

Prerequisites

EDUC 110

EDUC 275W Teach, Learn Connect Methods

This course is centered on best practice teaching methods and is required of all majors seeking teacher certification. The basic content of the course includes instruction in National Board for Professional Teaching Standards, lesson planning and delivery, multiple assessment strategies and creating exemplary classroom environments. Students will be assigned to a 35 hr practicum in an area school.

Credits

3

Prerequisites

Sophomore Standing

EDUC 290 Children's Literature

At the heart of best practice literacy instruction is a comprehensive understanding of literature for children. This course is an in-depth survey of children's literature grounded in transactional, sociocultural, and reader response theories of reading. Students will read and respond to fiction and nonfiction texts and consider their uses for instruction in K-8 classrooms. Topics include critiques of literary quality and cultural depictions, teaching with graphic novels, technology and literature, the role of nonfiction in classrooms, award-winning books, and the development of ways to use culturally diverse literature.

Credits

2

EDUC 301 Methods Teaching Elementary and Middle School Science

This course is designed to give students practical experience in teaching biology at the elementary and middle school level. Students are expected to demonstrate various teaching methods, learn to use scientific equipment common to classrooms, provide feedback to peers, and reflect on their own professional development as science teachers. The course integrates biology content knowledge and teaching skills, and integrates hands-on learning from a constructivist perspective. A practicum experience is required.

Credits

2

Prerequisites

EDUC 275

Corequisites

BIOL 110

EDUC 310D Secondary and Middle School Methods: English

This course is designed to provide for the focused study of curriculum development and instructional strategies for teaching English Language Arts at the middle and high school levels, grades 5-12. Topics addressed include but are not limited to specialized content and pedagogical knowledge for English Language Arts, assessment, classroom management, differentiation, diversity, inclusive classrooms, instructional planning, materials selection, standards, technology integration, and unit planning. Course includes a practicum in an area school.

Credits

3

Prerequisites

Admitted to Teacher Education Program

EDUC 310E Secondary and Middle School Methods: Foreign Language

This course is designed to provide for the focused study of curriculum development and instructional strategies for teaching foreign languages. Topics addressed include but are not limited to specialized content and pedagogical knowledge for foreign languages, assessment, classroom management, differentiation, diversity, inclusive classrooms, instructional planning, materials selection, standards, technology integration, and unit planning. Course includes a practicum in an area school.

Credits

3

Prerequisites

Admitted to Teacher Education Program

EDUC 310F Secondary and Middle School Methods: Mathematics

This course is designed to provide for the focused study of curriculum development and instructional strategies for teaching mathematics at the middle and high school levels, grades 5-12. Topics addressed include but are not limited to specialized content and pedagogical knowledge for mathematics, assessment, classroom management, differentiation, diversity, inclusive classrooms, instructional planning, materials selection, standards, technology integration, and unit planning. Course includes a practicum in an area school.

Credits

3

Prerequisites

Admitted to Teacher Education Program

EDUC 310G Secondary and Middle School Methods: Physical Education

This course is designed to provide for the focused study of curriculum development and instructional strategies for teaching physical education at middle and high school levels, grades 5-12. Topics addressed include but are not limited to specialized content and pedagogical knowledge for physical education and health, assessment, classroom management, differentiation, diversity, inclusive classrooms, instructional planning, materials selection, standards, technology integration, and unit planning. Course includes a practicum in an area school.

Credits

3

Prerequisites

Admitted to Teacher Education Program

EDUC 310H Secondary and Middle School Methods: Science

This course is designed to provide for the focused study of curriculum development and instructional strategies for teaching science at the middle and high school levels, grades 5-12. Topics addressed include but are not limited to specialized content and pedagogical knowledge for science, assessment, classroom management, differentiation, diversity, inclusive classrooms, instructional planning, materials selection, standards, technology integration, and unit planning. Course includes a practicum in an area school.

Credits

3

Prerequisites

Admitted to Teacher Education Program

EDUC 310I Secondary and Middle School Methods: Social Science

This course is designed to provide for the focused study of curriculum development and instructional strategies for teaching social studies at the middle and high school levels, grades 5-12.  Topics addressed include but are not limited to specialized content and pedagogical knowledge for social studies, assessment, classroom management, differentiation, diversity, inclusive classrooms, instructional planning, materials selection, standards, technology integration, and unit planning.  Course includes a practicum in an area school.

Credits

3

Prerequisites

Admitted to Teacher Education Program

EDUC 310J Secondary and Middle School Methods: Communication

This course is designed to provide for the focused study of curriculum development and instructional strategies for teaching communication (speech/debate) at the middle and high school levels, grades 5-12.  Topics addressed include but are not limited to specialized content and pedagogical knowledge for communication/speech, assessment, classroom management, differentiation, diversity, inclusive classrooms, instructional planning, materials selection, standards, technology integration, and unit planning.  Course includes a practicum in an area school.

Credits

3

Prerequisites

Admitted to Teacher Education Program

EDUC 310K Secondary and Middle School Methods: Art

This course is designed to provide for the focused study of curriculum development and instructional strategies for teaching art at middle and high school levels, grades 5-12. Topics addressed include but are not limited to specialized content and pedagogical knowledge for art, assessment, classroom management, differentiation, diversity, inclusive classrooms, instructional planning, materials selection, standards, technology integration, and unit planning. Course includes a practicum in an area school.

Credits

3

Prerequisites

Admitted to Teacher Education Program

EDUC 313 Teaching Mathematics in Elementary and Middle School

This course is based on the premise that math is essential for preparing children to participate in our 21st century economy, children can and will enjoy mathematics, that children learn best by actively exploring and investigating math, and that problem-solving, reasoning, and communication are important goals of mathematics teaching and learning.

Credits

3

Prerequisites

MATH 130 or MATH 131; Admitted to Teacher Education Program

EDUC 320 Methods Teach and Assessing Writing

This course integrates writing theory and practice for teachers. Topics include writing development, research on writing, curriculum development, local, state and national standards for writing, models for responding to and evaluating student writing, and classroom methods for teaching the writing process in K-8 classrooms. A practicum experience is required.

Credits

3

Prerequisites

EDUC 290; Admitted to Teacher Education Program

Corequisites

EDUC 325

EDUC 325 Methods Teach and Assessing Reading

This course integrates reading theory and practice for teachers. Topics include reading development, research on reading, curriculum development, local, state, and national standards for reading, formative and summative reading assessments, and classroom methods for teaching reading in K-8 classrooms. A practicum experience is required.

Credits

3

Prerequisites

EDUC 290; Admitted to Teacher Education Program

Corequisites

EDUC 320

EDUC 330 Foundations and Methods at the Middle Level

This course addresses the philosophy and pedagogy of middle school instruction and student learning in the 21st century. Students will compare and contrast the middle school model with junior high schools, analyze the developmental characteristics of young adolescents and the learning environments in which adolescents learn best, and develop appropriate curriculum, instruction, and assessments for young adolescent learners. Course includes a field experience providing students with an opportunity to practice and reflect on their views of instruction and student learning at the middle level.

Credits

3

Prerequisites

Admitted to Teacher Education Program

EDUC 335 Literacy in the Content Area

This course is designed to acquaint students with the basic theories and methods of content area literacy instruction and emphasizes the practical application of theory and methods to the content areas at the middle and secondary level. Topics to be covered include comprehension development, study skills, metacognitive awareness, schema activation, instructional frameworks, purposeful reading/learning, critical thinking, vocabulary, word recognition, writing, questioning, and discussion skills as well as current trends and issues such as differentiation, materials selection, and classroom management.

Credits

3

Prerequisites

Admitted to Teacher Education Program

EDUC 345 Adolescent Development

Adolescence is a crucial transition period from childhood to adulthood. This course will examine adolescent development and issues within the context of the physical, cognitive, affective, and social domains. Focus will be on the adolescent's self development with particular reference to relationships in the family, school, peer groups, and community. An eight hour diversity experience is required in this course. Only students seeking certification for middle school and secondary education may apply towards Area 1.2. Non-majors may register with instructor's permission.

Credits

3

Prerequisites

Admitted to Teacher Education Program

EDUC 350 Teaching Social Studies in the Elementary and Middle School

Students will build the knowledge, skills and attitudes to become an effective and competent teacher and learner of social studies. Students will be introduced to the philosophy, objectives, basic methods, instructional strategies and materials used in teaching social studies in the elementary and middle school with attention given to recent trends. Students will learn how to integrate children's literature into the social studies curriculum as a tool to teach democracy and social justice. This course includes a field experience providing students the opportunity to create and present literacy based social studies lessons in K-8 classrooms.

Credits

2

Prerequisites

Admitted to Teacher Education Program

EDUC 355 Human Relations in Education

This class will provide pre-service teachers an understanding of "...multicultural education as embedded in a sociopolitical context and as antiracist and basic education for all students that permeates all areas of schooling, and that is characterized by a commitment to social justice and critical approaches to learning" (Neito, 2000). This course investigates the values, culture and characteristics associated with persons of diversity. Dehumanizing biases including, but not limited to, sexism, racism, ageism, and religious bigotry will be discussed. Systems of attitude, behavior and oppression will be examined with particular reference to education in a pluralistic society. The course will develop multicultural competence in educators along with skills in interpersonal relations and group facilitation.

Credits

3

EDUC 360 Foundations of English as a New Language

This course will provide a foundational background and knowledge base to the historical, legal, and theoretical frameworks of education for English Language Learners (ELLs). The course will focus on acculturation issues for ELLs and the basics on how language works. This course will also help prepare you to be knowledgeable about culture, content and learning and be disposed to meet the needs of diverse learners in your classroom.

Credits

3

EDUC 370 Literacy for English Language Learners

This course is focused on exploring ideas for promoting literacy (reading, writing, speaking, listening, & viewing) development in K-12 ELLs. Topics such as language acquisition theory, classroom organization, teaching strategies and assessment procedures will be explored and considered as they apply to K-12 ELLs. This course will prepare you to be knowledgeable about culture, content, and learning and to be disposed to select/adapt curriculum and pedagogy to meet the needs of diverse learners.

Credits

3

EDUC 380 Methods of English as a New Language

This course will explore ways to teach and integrate the skills of reading, writing, listening and speaking in K-12 content-area classrooms for English Language Learners (ELLs). Students will consider a variety of best practice pedagogical and instructional approaches, strategies and assessment techniques. Course will include specific attention to the Sheltered Instruction Observation Protocol or SIOP. Class discussion will also focus on how to create and sustain a positive learning environment for ELLs.

Credits

3

EDUC 399 Independent Study

Individualized Study in Education.

Credits

1-4

Prerequisites

Instructor Approval.

EDUC 470 Student Teaching: All Grades

Provides the opportunity for the student in art, modern world languages (French, German or Spanish), music and physical education to engage in observation and actual teaching in a K-12 setting under the direction and supervision of qualified classroom teachers. Grading System: S-U only

Credits

1-12

Prerequisites

Completion of all Major coursework

EDUC 471 Student Teaching: Middle School

Provides the opportunity for the student teacher to engage in observation and actual classroom teaching under the direction and supervision of qualified teachers. Grading System: S-U only.

Credits

1-12

Prerequisites

Completion of all Major coursework

EDUC 472 Student Teaching: Elementary

Provides the opportunity for the student teacher to engage in observation and actual classroom teaching under the direction and supervision of qualified classroom teachers. Grading System: S-U only.

Credits

1-12

Prerequisites

Completion of all Major coursework

EDUC 473 Student Teaching: Kindergarten

Provides the opportunity for the student teacher to engage in observation and actual classroom teaching under the direction and supervision of qualified classroom teachers.Grading System: S-U only.

Credits

1-12

Prerequisites

Completion of all Major coursework

EDUC 474 Student Teaching: Secondary

Provides the opportunity for the student teacher to engage in observation and actual classroom teaching under the direction and supervision of qualified classroom teachers. Grading System: S-U only.

Credits

1-12

Prerequisites

Completion of all Major coursework