Course Catalog

Education

114. Foundations of Education.
This course is an introduction to public education and to the profession of teaching. By focusing on the historical, philosophical, and sociological aspects of American public education, the course leads students through a reflective critique of our current educational system and the society of which it is an essential part. The two primary goals of the course are to help students to formulate their own philosophy of education and to provide students with field experiences in the local schools. The latter requires a minimum of ten hours working with a host teacher and his/her students in a nearby elementary school. Requires that the C-BASE basic skills exam is taken during the Educ 114 semester. Candidates who plan to continue in the Teacher Education Program are required to purchase Chalk and Wire for the creation of their electronic portfolios. Students apply to Gateway 1 during Educ 114. Three hours.

129T. Orientation to the Teacher Education Program.
This orientation program is required of all transfer and re-admitted students who seek teacher licensure but who have not been admitted to Gateway 1 of the Teacher Education Program. The goal is to work with students to meet the necessary requirements for Gateway 1 and in some cases (students who transferred in Educ 229) to meet some of the requirements for Gateway 2 admission. Students will attend orientation sessions for the Teacher Education Program and the e-Portfolio. Several assignments are required as part of this course. 129T students will be automatically assigned to a designated advisor in the education department. Required of all transfer students, readmitted students, licensure and/or endorsement only students, and others as required by the Education Department chair. Students must pass Educ 129T in order to take any education classes following the 129T semester. Requires that the C-BASE basic skills exam is taken during the Educ 129T semester and candidates are required to purchase Chalk and Wire for the creation of their electronic portfolios No credit.

165. Human Growth and Development.
This course explores typical and atypical growth and development of human beings from conception through adulthood, with an emphasis on birth through adolescence. Relevant research and theory concerning physical, cognitive and social development are examined, especially as they relate to educational issues. Related course topics include learning, cognition, moral development, play, the brain, parenting, identity, motor development, and personality. Cornerstone 3 only for candidates in the teacher licensure program. Prerequisites: Educ 165 must be taken after or concurrent with Educ 114. Three hours.

180. Independent Study in Education.

190. Special Topics in Education.

198. Independent Research in Education.

219. Cooperative Education.

229. The Learning Process.
This course is an attempt to answer the questions, "What does it mean to learn something?" and "How can we as teachers in the current environment of public education maximize learning for our students both in the classroom and beyond the classroom?" Relying on foundations and current research in educational psychology, the course will concentrate on the interrelationship of development, learning, classroom management, and assessment in the context of understanding and the learning process. Students will spend a minimum of ten hours in the local middle/secondary schools working with a host teacher and her/his students. Prerequisite: Educ 114 and 165. Three hours.   

231. Introduction to Early Childhood.
Historical review, theoretical orientations, contemporary issues, childhood development, and an introduction to developmentally appropriate practices. Students will learn the importance of creating emotionally and physically safe environments that facilitate the developmentally appropriate guidance of young children in the areas of speech, language, cognition, socialization, and motor skills. Prerequisites: Educ 114, 165. Three hours.

233. Foundations of Special Education.
An introductory course which includes the history, current trends and contemporary issues in special education, basic theoretical and practical approaches for the student with mild disabilities, educational alternatives, implications of federal and state statutes and related services, public policy, and the importance of the multi-disciplinary team in providing appropriate education programming. The age span covers K through twelfth grade. Prerequisite: Educ 114, 165. Three hours.

235. Children within Families, Schools and the Community.
Application of theories and knowledge of dynamic human roles and relationships within and between families, school, and communities, as well as family systems, cultural diversity, and factors which place families at-risk. Introduces advocacy, legislation, and public policy as they affect children and their families. Links families, based on identified needs, priorities, and concerns, with a variety of resources. Provides communication, problem solving, and help-giving skills necessary in effective collaboration with families and other professionals to support the development, learning, and well-being of children. Prerequisite: Educ 114, 165. Two hours.

236. Language and Communication.
This course introduces linguistic foundations of language and communication as they apply to the learning process. Students will gain knowledge about language development and acquisition, and the variations related to culture and linguistic diversity. Emphasis is on a thorough, research-based understanding of phonology, morphology, semantics, syntax and pragmatics. Students learn ways to use the information to strengthen reading and language arts instruction. Prerequisites: Educ 114, 165. Three hours.

237. Children’s Literature.    
A survey course for prospective teachers that introduces a wide variety of fiction and nonfiction literature appropriate for the PK-8 grade level. Students learn to use children’s literature to model the reading and writing process across the various genres, and they learn about the forms that literature may take (e.g. technology based, media based, print and non-print). The importance of matching children’s proficiencies and interests with the selection of reading materials is emphasized as well as the selection of literature that reflects many cultures and viewpoints. Students learn about incorporating children’s literature into many subject area lessons (e.g. math, science, social studies, etc.). Prerequisites: Educ 114, 165.

280. Independent Study in Education.

290. Special Topics in Education.

298. Independent Research in Education.

300. Reading and Language Arts Education: Preschool through Middle School with Required Practicum.
Integrated literacy methods course focusing on the theories, strategies, trends, materials, technologies, assessment instruments, and issues related to the instruction and development of reading, writing, speaking and listening behaviors in preschool through middle school learners. An introduction to Reading Recovery is included in the course. A practicum experience will provide opportunities to observe, assist, and facilitate literacy learning. Prerequisites: Educ 114, 165, 229. Educ 237 must be taken before, or concurrent with, Educ 300. Four and one-half hours.

300P. Reading and Language Arts Education: Preschool through Middle School Practicum.

303. Science/Health Education: Preschool through Middle School with Required Practicum.
A review of proficiency in content areas in science and health in addition to a study of the philosophies, methods, and materials utilized in the teaching of elementary science and health at its various levels. While the course focuses on actively experiencing "hands-on" science, it also includes a survey of recent professional literature addressing contemporary and relevant topics pertinent to science and health education. A practicum experience will provide opportunities to observe, assist, and facilitate learning in the area of science and health education. Prerequisites: Educ 114, 165, 229. Three and one half-hours.

303P. Science/Health Education: Preschool through Middle School Practicum.       

304. Math Education: Preschool through Middle School with Required Practicum.
This course includes a review of proficiency in content areas in mathematics in addition to a study of the philosophies, methods, and materials utilized in the teaching of elementary mathematics at its various levels. The course includes a survey of recent professional literature addressing such topics as manipulatives, writing and math, constructivism, cooperative learning, problem solving and alternative means in learning assessment. A practicum experience will provide opportunities to observe, assist, and facilitate learning in math education. Prerequisites: Educ 114, 165, 229. Three and one half-hours.

304P. Math Education: Preschool through Middle School Practicum.   

305. Social Studies Education: Preschool through Middle School with Required Practicum.
This course is based on three overarching beliefs: 1) Quality social studies instruction and learning are quite often best if integrated with other subjects and skills, e.g. language arts; 2) social studies instruction and learning are most fruitful if framed by a set of standards that amplify deep learning and essential knowledge; and 3) classroom instruction is confirmed and enhanced by real-life experiences in the classroom. Students will review key concepts in the social studies content, examine and practice strategies geared to quality social studies instruction; work with and assess social studies materials and related technology, observe and facilitate learning in a real classroom setting, and review professional literature discussing citizenship, history, geography, current events, and other social studies topics. A practicum experience will provide opportunities to observe, assist, and facilitate learning in social studies education. Prerequisites: Educ 114, 165, 229. Three and one-half hours.

305P. Social Studies Education: Preschool through Middle School Practicum.

312. Education, Collaboration, and Differentiation for Students with Special Needs.
An introductory course for all teacher education students to become acquainted with the characteristics of students who exhibit a wide range of diverse needs. This course will familiarize students with the psychological principles, legal bases, and educational strategies helpful in providing optimal learning experiences for all students (including Talented and Gifted, English Language Learners, students with special needs, at-risk students, etc.). Models of collaborative problem solving, differentiated instruction and co-teaching are emphasized. Prerequisites: Educ 114, 165, 229. Three hours.

315. Assessment and Diagnosis for Early Childhood and Reading.    
This course focuses on the overall diagnostic and remediation process, with particular attention to the selection, purposes, reliability, validity, administration, interpretation, and appropriate uses of assessment instruments designed to identify preschool through middle school students who are developmentally delayed and/or who have reading disabilities. Students will learn how assessment and diagnosis provide the foundation and guidance for developing appropriate instruction in remedial reading programs. Prerequisites: Educ 114, 165, 229. Must be taken after, or concurrent with, Educ 300. Three hours.

316. Secondary Education and Practicum.
This course is designed to serve students hoping to teach at the middle and/or high school levels, focusing on strategies and concerns common to most subjects at those levels. The students will build upon, expand, and apply their understandings of cognition, communication, motivation, management, research-based teaching strategies, and assessment. It involves an extensive practicum of at least 30 hours. In that practicum students will examine and practice a variety of evidence based teaching strategies, including teaching at least one lesson; use and evaluate educational technology; and apply techniques that assist secondary-level students in reading in the content areas. This course must be taken concurrent with, or prior to, taking an Educ 340 course. Prerequisites: Educ 114, 165, 229. Three hours.

317. Corrective and Remedial Reading Education.
This course provides an in-depth study of assessments, methods, and materials for preschool through middle school students who are experiencing academic difficulties in the areas of reading and writing. Educ 317P Corrective and Remedial Reading Tutoring must be taken concurrently with this course. Prerequisites: Educ 114, 165, 229, 300, 315. Three hours.

317P. Corrective and Remedial Reading Tutoring Lab.         
This course focuses on practical experiences in assessment, diagnosis, and instructional decision-making for children with academic difficulties in the areas of reading and writing. Based on informal individual assessments, tutors will plan, implement, and evaluate literacy lessons for second through fifth grade children enrolled in the Simpson Reading Club. This practicum must be taken concurrently with Educ 317. Prerequisites: Educ 114, 165, 229, 300, 315. Two hours.

318. Assessment, Diagnosis, and Programming for K-12 Students with Special Needs.    
A study of the appropriate use of informal and formal assessment procedures necessary to plan and evaluate curriculum and teaching practices to best meet the individual needs of students. Includes the collection and use of academic and behavioral data for assessment and instructional planning for students with mild and moderate disabilities in levels K to Grade 12.
Prerequisites: Educ 114, 165, 229, and 233. Three hours.

320. Reading and Writing in the Content Areas.
A course that explores how students comprehend and learn with text and how teachers assist them in these processes. This course will provide in–depth study in critical components of the reading process (including reading, writing, speaking, listening) related to content area reading: knowledge of text structure, the dimensions of content area vocabulary and various forms of comprehension (e.g., literal, interpretive, critical and evaluative). Teacher-candidates will learn research-based teaching methods. Prerequisites: Educ 114, 165, 229, and Educ 237 or Eng 220; Educ 300 is required for elementary education candidates. Three hours.

321. Human Relations in Teaching.
Students will become aware of and understand the various values, life styles, history, and contributions of various identifiable subgroups in our society. They will recognize and deal with dehumanizing biases such as sexism, racism and classism among many types of prejudice, and discrimination, and become aware of the impact that such biases have on interpersonal relations. Ultimately students will translate their knowledge of human relations into attitudes, skills, and techniques that will result in effective teaching and learning experiences. Prerequisites: Educ 114, 165, and 229. Cornerstone 6 for students in the Teacher Licensure Program only. Three hours.

322. Early Childhood Programs: Development, Organization, and Supervision.
Development, organization, and administration of early childhood (birth through third grade) programs including: federal and state standards, rules and regulations, designing physical facilities based on exemplary program models, policies and procedures, child and family health and nutrition, staff and program development, budgets, and supervision and evaluation of support staff. Candidates are encouraged to take Educ 323 before Educ 322. Prerequisites: Educ 114, 165, 229, and 231. Two hours.

323. Early Childhood Curricula and Methodology.
A focus on the characteristics of young children ages (birth through the age of eight), with an emphasis on the primary years (kindergarten through 3rd grade). Students study curricula and methodology for early childhood education in the areas of language, mathematics, science, social studies, health, safety, nutrition, visual and expressive arts, social skills, and higher thinking skills within the overall context of multicultural, nonsexist, developmentally appropriate practices. Other topics include the creation of positive learning environments and classroom management with a focus on quality instruction and prevention of discipline problems. A practicum is required. Candidates are encouraged to take Educ 323 before Educ 322. Prerequisites: Educ 114, 165, 229, and 231. Three hours.

324. Elementary Special Education (Instructional Strategist I) Methods and Practicum (K-8).
A K through eighth grade methods and strategies course that includes a review of numerous models for providing curricular and instructional methodologies utilized in the education of students with mild and moderate disabilities. Focuses on the planning, implementation, and continuous evaluation sequence essential to designing developmentally appropriate curricular goals, content, teaching practices, and adaptations and accommodations necessary to meet the individual needs of children. A practicum is included. Prerequisites: Educ 114, 165, 229, 233 and 318. (or concurrently with Educ 318 with permission of the Educ 324 instructor). Three hours.

327. Secondary Special Education (Instructional Strategist I) Methods and Practicum (5-12)
A secondary level methods and strategies course that includes a review of numerous models for providing curricular and instructional methodologies utilized in the education of students with mild and moderate disabilities in grades five through twelve. Focuses on the planning, implementation, and continuous evaluation sequence essential to designing curricular goals, content, teaching practices, and adaptations and accommodations necessary to meet the individual needs of students. A practicum is included. Prerequisites: Educ 114, 165, 229, 233, and 318 (or concurrently with Educ 318 with permission of the Educ 327 instructor). Three hours.

328. Classroom Management for General Education (PK-12).
Introduction to a wide variety of methods and strategies that are appropriate for various student ages and developmental level(s). The focus is on creating an organized, effective, positive, and respectful classroom environment. Strategies are included for working collaboratively with special education teachers and individual students who are on behavior management plans. Prerequisites: Educ 114, 165, and 229. Three hours.

331. Remedial Math for Elementary Students.
An in-depth study of curricular models, methodology, strategies, and materials effective in the correction and remediation of math difficulties for preschool through sixth grade students. Prerequisites: Educ 114, 165, 229, 304, and successful completion of at least one math course. Two hours.

333. Classroom Management for Special Education.
Focuses on managing student behavior and social interaction skills for students with exceptional learning needs in grades K-12. Preparation includes individual behavioral management, behavioral change strategies, and classroom management theories, methods, and techniques. Content includes theories of behavior problems in individuals with disabilities, behavioral analysis, positive behavioral supports, and the design, implementation, and evaluation of instructional programs that enhance an individual’s social participation in family, school, and community activities. Prerequisites: Educ 114, 165, 229, 233, and 318. Three hours.

341. Secondary Language Arts Education Seminar and Practicum.
This course introduces and develops best practices in the facilitation of learners' receptive and expressive communication skills. It builds upon and has integral links with the "Secondary Education" course. It also creates a strong awareness of the professional standards in the discipline and the need and use of long range planning. An extensive practicum is included during which the student will be actively involved, including the teaching of at least one lesson. Students will be expected to arrange their weekly schedules to accommodate the hours required by the practicum. Required of all students seeking secondary level endorsements in English, speech/theatre, or journalism. Prerequisites: Educ 114, 165, and 229. Must be taken after, or concurrent with, Educ 31. It is strongly recommended that undergraduates take Educ 316 prior to this course. Two hours.

342. Foreign Language Education Seminar and Practicum: Preschool through High School.
Although this seminar is primarily an opportunity to practice successful teaching strategies, it also examines the history of foreign language in the public schools, the issue of foreign language instruction in the elementary school, and the role of instructional technology. These are examined in the context of the National Standards in Foreign Language. It also creates a strong awareness of the professional standards in the discipline and the need and use of long range planning. An extensive practicum is included in which the student will be actively involved, including the teaching of at least one lesson. Students will be expected to arrange their weekly schedules to accommodate the hours required by the practicum. Required for all students seeking preschool through high school endorsements in foreign languages. Prerequisites: Education 114, 165, and 229. Must be taken after, or concurrent with, Educ 316. It is strongly recommended that undergraduates take Educ 316 prior to this course. Two hours.

343. Secondary Social Studies Education Seminar and Practicum.
This course introduces and develops best practices in the facilitation of all areas of social studies taught commonly in the middle- and high schools. It builds upon national standards and emphasizes a "deep learning” approach and the need and use of long range planning. An extensive practicum is included in which the student will be actively involved, including the teaching of at least one lesson. Students will be expected to arrange their weekly schedules to accommodate the hours required by the practicum. Required for all students seeking secondary-level endorsements in the social sciences, history, and government. Students seeking an endorsement in economics may take this course or Educ 346. Prerequisites: Education 114, 165, and 229. Must be taken after, or concurrent with Educ 316. It is strongly recommended that undergraduates take Educ 316 prior to this course. Two hours.

344. Secondary Science Education Seminar and Practicum.
This seminar examines successful teaching strategies, content, curricular development, laboratory and instructional technology in the context of the National Academy of Science's National Science Education Standards and the need and use of long range planning. An extensive practicum is included in which the student will be actively involved, including the teaching of at least one lesson. Students will be expected to arrange their weekly schedules to accommodate the hours required by the practicum. Required of all students seeking secondary level endorsements in the natural sciences. Prerequisites: Educ 114, 165, and 229. Must be taken after, or concurrent with, Educ 316. It is strongly recommended that undergraduates take Educ 316 prior to this course. Two hours.   

345. Secondary Mathematics Education Seminar and Practicum.
The focus of this seminar is on the practice of successful teaching strategies, content, curricula, and the role of instructional technology in mathematics education. These will be examined within the context of the National Council of Teachers of Mathematics' Standards (1989) and the need and use of long range planning. An extensive practicum is included in which the student will be actively involved, including the teaching of at least one lesson. Students will be expected to arrange their weekly schedules to accommodate the hours required by the practicum. Required of all students seeking secondary level endorsement in mathematics. Prerequisites: Educ 114, 165, and 229. Must be taken after, or concurrent with, Educ 316. It is strongly recommended that undergraduates take Educ 316 prior to this course. Two hours.

346. Secondary Business Education Seminar and Practicum.
An introduction to business education content, curriculum, strategies, and methodology for the middle through high school levels. It also creates a strong awareness of the professional standards in the discipline and the need and use of long range planning. An extensive practicum is included in which the student will be actively involved, including the teaching of at least one lesson. Students will be expected to arrange their weekly schedules to accommodate the hours required by the practicum. Required for all students seeking secondary level endorsements in any business area. Students seeking an endorsement in economics may take this course or Education 343. Prerequisites: Educ 114, 165, and 229. Must be taken after, or concurrent with Educ 316. It is strongly recommended that undergraduates take Educ 316 prior to this course. Two hours

347. Collaboration, Consultation, Career Education, and Transitions for Special Education.
A study of the knowledge and skills necessary for the collaboration and consultative roles of special education teachers in the integration of individuals with mild and moderate disabilities into the general education curriculum and classroom. Includes strategies for collaboration between special and general education teachers, as well as strategies for working with support services personnel, paraprofessionals, and other individuals involved in the educational program. Includes content on career planning and the transition process for adolescents from school to adult living; includes sources of services, organizations, and networks for individuals with mild and moderate disabilities, as well as methods of educational and vocational support for students transitioning to post-school settings. Prerequisites: Educ 114, 165, 229, 233, and 318. Three hours.   

380. Independent Study in Education

388. Student Teaching.

389. Student Teaching Seminar.

390. Special Topics in Education.

398. Independent Research in Education.

Last Updated: 11/18/11