National and state standards for science will provide the basis for this course which integrates science content knowledge, teaching methods and materials appropriate for teaching in today’s K-8 classrooms. This course is designed to build preservice teachers’ practical experience in teaching science at the elementary and middle school level. The course will allow for application of science content including life, physical, earth and space science to lessons and activities. The course integrates science content knowledge and teaching skills and integrates hands-on learning from a constructivist perspective. A practicum experience of approximately 10 hours is required.
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 field experience of approximately 8-10 hours.
Sophomore Standing
This course is designed to provide for the focused study of curriculum development and instructional strategies for teaching K-12 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 field experience of approximately 8-10 hours.
Sophomore Standing
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 field experience of approximately 8-10 hours.
Sophomore Standing
This course is designed to provide for the focused study of curriculum and instruction for teaching K-12 physical education. Topics addressed include but are not limited to specialized content and pedagogical knowledge for physical education, assessment, classroom management, differentiation, diversity, inclusive classrooms, instructional planning, materials selection, standards, technology integration, and lesson/unit planning. Students will learn and experience games, movement, and fitness activities. Course includes a field experience of approximately 8-10 hours.
Sophomore Standing
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 field experience of approximately 8-10 hours.
Sophomore Standing
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 field experience of approximately 8-10 hours.
Sophomore Standing
This course is designed to provide for the focused study of curriculum and instruction for teaching K-12 art. 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 lesson/unit planning. Course includes a field experience of approximately 8-10 hours.
Sophomore Standing
This course is designed to provide for the focused study of curriculum and instruction for teaching K-12 health. Topics addressed include but are not limited to specialized content and pedagogical knowledge for health education, assessment, classroom management, differentiation, diversity, inclusive classrooms, instructional planning, materials selection, standards, technology integration, and lesson/unit planning. Course includes a field experience of approximately 8-10 hours.
Sophomore Standing
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. Course includes a field experience of approximately 10 hours.
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. Course includes a field experience of approximately 5 hours.
EDUC 290; Admitted to Teacher Education Program
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. Course includes a field experience of approximately 5 hours.
EDUC 290; Admitted to Teacher Education Program
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, metacognitive awareness, schema activation, instructional frameworks, purposeful learning, critical thinking, vocabulary, writing-to-learn, and collaborative learning.
Admitted to Teacher Education Program
Adolescence is a crucial transition period from childhood to adulthood. This course examines adolescent development and issues within the context of the physical, cognitive, affective, social and moral reasoning domains. Focus is on the adolescents’ self-development with particular reference to relationships in the family, school, peer group, and community. Also, the role of the adolescent in contemporary society is surveyed in reference to historical and cross-cultural perspectives.
Sophomore Standing
National and state standards for social studies will provide the basis for this course which integrates social studies content knowledge, teaching methods and materials appropriate for teaching in today's K-8 classrooms. This course is designed to build preservice teachers' knowledge, skills and attitudes to become effective and competent teachers of social studies including geography, history, civics/government, and economics. Students will explore the philosophy, objectives, instructional strategies and materials used in teaching social studies in the elementary and middle school and will allow for the application of social studies content to lessons and activities.
Admitted to Teacher Education Program
This course provides opportunities for students to examine and develop their own identities, beliefs, values, and teaching philosophies through the exploration of multicultural education and social justice teaching. Preservice teachers will be better equipped to see students clearly, build relationships, and teach them well. Grounded in the philosophy of the Circle of Courage and Ubuntu, a South African term meaning “I am because we are,” students will realize their place in the classroom and the world. This course explores the major themes of diversity, equity, inclusion, culture, bias, and social justice. Course includes a field experience of approximately 8 hours.
Sophomore Standing
This course will provide students with the strategies and techniques to effectively design and implement classroom assessments, and interpret standardized test results in the classroom environment. Students will learn to employ a variety of assessment techniques and interpret the results of various assessments designed for learners from different backgrounds.
Admitted to Teacher Education Program
Individualized Study in Education.
Instructor Approval.