EDUC - Education

A study of American education today as viewed from historical, philosophical and social perspectives. Emphasis is placed on what constitutes effective teaching and learning. A half day per week field experience in a PDS is required. This course is for students considering a major in education.

Prerequisite: PSY 101 and sophomore standing. A study of human development from conception through adolescence. Emphasis is given to cognitive and personality/social theories of development. Includes observations in the Onica Prall Child Development Laboratory School.

Prerequisite: Not open to freshmen. An examination of the reading acquisition process through observation and analysis of reading and written language development and the study of current issues in reading. Course includes observations in the Onica Prall Child Development Laboratory School.

Prerequisite: Sophomore standing. A survey of the characteristics and education of students with disabilities and other special needs. Historical perspectives, legislative issues and inclusion will be considered.

This course is a general topics course in education, allowing faculty and students to study particular topics of interest.

Prerequisites: Admission to Phase I. Focuses on differentiating instruction in primary classrooms (kindergarten-grade 3). This course gives students opportunities to apply their understandings to specific populations including English language learners, students with special needs and gifted/talented students.

Prerequisites: EDUC 204; EDUC 223; EDUC 224; EDUC 236. To be successful in all parts of the Education Program, students are required to master the art of lesson planning. This 1-credit course will prepare students to successfully write and implement lesson plans in Phases I-III.

Prerequisite: Completion of or concurrent enrollment in PSY 101. This course is an introduction to human growth, development, and learning through the lifespan with emphasis on physical, cognitive, and social-emotional development in the school years and particularly in adolescence. The course provides prospective Secondary Education candidates with principles of educational psychology, learning, motivation, and behavior management in shaping how students construct knowledge and understanding. Special attention is given to
how diversity (cognitive/social/cultural) and context (home/school/community) influences individual differences in development and learning.

Prerequisites: Admission to Phase I. Designed to present a variety of research-based instructional techniques and strategies in crafting literacy lesson plans. Requires a field experience in a Professional Development School.

Prerequisite: Admission to Phase II. An examination of instructional programs and materials for teaching reading and literacy. Activities to involve families and members of the school and surrounding community to promote reading both inside and outside of school will be presented.

Prerequisites: Admission to Phase I. An examination of modern science methods and materials using a constructivist-based instructional approach. Emphasis is on curricular innovations and Science-Technology-Engineering-Mathematics (STEM). Requires a field experience in a Professional Development School.

Prerequisite: Admission to Phase II. An examination of modern mathematics materials and methods through a constructivist-based instructional approach. Curricular topics include Science-Technology-Engineering-Mathematics (STEM), mathematics as problem solving, communication, reasoning and making connections with the learner’s world.

Prerequisites: Admission to Phase I. This course provides the basis for understanding typical and atypical patterns of development from conception through toddlerhood. Valuing the family's role in their young child's early development is a major component of this course which explores patterns of family dynamics and keys to building partnerships through effective communication and collaboration techniques. Other major influences on development will also be explored. Course includes a 10-hour per semester course-related
experience in an infant/toddler setting. The field placement is mandatory.

Prerequisites: Admission to Phase I. A study of philosophies, theories and methods of teaching young children in a preK-3 settings. Students apply the theoretic concepts they are learning in the lecture section of this course during guided teaching in the Onica Prall Child Development Laboratory School and in a Professional Development School.

Prerequisites: Admission to Phase I. Current methods and materials in teaching social studies are presented. Emphasis is on the integration of social studies with language arts and other subject disciplines, including the use of Science, Technology, Engineering, and Mathematics (STEM) with critical and creative thinking skills. Requires a field experience in a Professional Development School.

Prerequisite: Admission to Phase II. Instruction will focus on building knowledge of the types and purposes of assessment; how to administer, interpret and communicate assessment results.

Prerequisite: Admission to Phase II. A study of classroom management techniques appropriate for the general and special education classroom. Topics include behavior modification, interaction techniques, problem solving and group management strategies

Prerequisite: Admission to Phase II. Supervised teaching in a pre-kindergarten or kindergarten classroom in a designated elementary PDS. The early childhood candidate will be in this placement throughout the semester two to five days per week.

Prerequisite: Admission to Phase II. Supervised teaching in a primary classroom in a designated elementary PDS. The early childhood candidate will be in a grade 1-3 placement throughout the semester two to five days per week.

Prerequisite: Admission to Phase II. Supervised teaching in an elementary classroom in a designated elementary PDS. The elementary/special education candidate will be in a grade 1-5 placement throughout the semester two to five days per week.

Prerequisite: Admission to Phase II. Supervised teaching in a special education program for students with mild/moderate disabilities in a designated elementary or middle school PDS. The elementary/special education candidate will be in this placement throughout the semester two to five days per week.

Prerequisites: Admission to Phase I. A survey of assistive technologies available for students with high and low incidence disabilities. Examination of AT legal requirements, implementation models, and realities of using technology to teach students with disabilities. Emphasis is placed upon technological accommodations and modifications across all content areas for students with mild/moderate disabilities. Requires a field experience. This course must be taken in Phase I.

Prerequisites: Admission to Phase I. Must be taken prior to or concurrently with EDUC 353. A study of special education curriculum, methods, and materials used in a variety of educational settings. Instructional strategies are discussed in light of current theories and research. Topics include problem solving, remedial reading, comprehension, written expression, mathematics, science, social studies, and functional skills. Emphasis placed upon curriculum and methods for students with mild to moderate disabilities. A half day per week field experience in a professional development school is a requirement for this course. This course must be taken in Phase 1. 

Prerequisite: Admission to Phase II. A seminar taken during the first semester of the yearlong teaching internship. Early childhood and elementary/special education candidates acquire knowledge and skills to support their transition from students to teachers.

Prerequisite: EDUC 316. Open to juniors and seniors. Supervised work involving continuous diagnosis of disabled readers and the planning and implementation of appropriate corrective/remedial instructional programs. Each student will be placed with one graduate clinician and will work as an apprentice with that clinician assisting in planning, diagnosis, instruction and supervision for a group of students.

Prerequisites: Admission to Phase I. A study of theoretical and practical aspects of educational evaluation of children and youth with mild/moderate disabilities in grades 1-8. Topics include standard and informal procedures for assessing psycholinguistic processes, oral or written language and academic achievement. Requires a field experience in a Professional Development School.

Prerequisite: 6 credits in education. Open to juniors and seniors. A professional investigation or project evolving from individual interests in education. The project proposal must have the approval of the instructor. Weekly conferences with the instructor.

An upper-level special topics course offered at the discretion of the department. The content and methods vary with the interest of students and faculty members

Prerequisite: 9 credits in education. Supervised part-time work in educational settings approved by the department. Grading is on a satisfactory/unsatisfactory basis.

Prerequisite: EDUC 445. Open only to students enrolled in Phase II of the secondary teacher certification program. This seminar is taken during the first semester of the yearlong internship. In Phase II, candidates complete 1.5 days per week in a directed and evaluated teaching experience in a designated secondary PDS. In the accompanying seminar, there is emphasis on learning about instructional and behavioral management through observation of experienced teachers and systematic reflection on experiences within the framework of the lnTASC Standards.

Prerequisite: EDUC 400. Open only to students enrolled in Phase III of the secondary teacher certification program. Implementation of unit and lesson plans for student learning using InTASC and content area standards. Course participants engage in a forum about professional issues for becoming a teacher and develop the Secondary Exit Folio.

Prerequisites: EDUC 204 and EDUC 308. Open only to students enrolled in Phase I of the secondary teacher certification program. A study of the major approaches to teaching reading in grades 7 to 12. Emphasis on the implementation of reading techniques and strategies appropriate to the content areas. Field experiences include observations and implementation of instructional strategies.

Prerequisites: 18 credits in the major subject, EDUC 412, EDUC 413 and EDUC 445. Open only to students enrolled in Phase II of the secondary teacher certification program. A study of the theories and best practices for the content areas: art, English, foreign language, history, mathematics or science in grades 7-12 (preK-12 for art and foreign language). Topics include lesson planning, multiculturalism, critical thinking, technological resources and differentiated instruction.

Prerequisite: EDUC 409. Open only to students enrolled in Phase I of the secondary teacher certification program. Designed to develop competency in the utilization of reading and writing strategies, assessments, vocabulary building, comprehension and special needs adaptations. Field experiences are required.

Prerequisites: EDUC 204 and EDUC 308. Open only to students in Phase I of the secondary teacher certification program. This course is an introduction to principles of teaching and learning in the secondary/content classroom. Candidates study and practice effective planning to maximize student learning. Planning for differentiated learning to meet individual learning modalities, styles, and student needs is emphasized. Course culminates with student learning long-term planning project in the candidate's content area. This course includes a half day per week, course-related field experience in a designated secondary Professional Development School (PDS).

Prerequisites: EDUC 411 and EDUC 469. Open only to students enrolled in Phase III of the secondary teacher certification program. Extra fee. Directed and evaluated teaching experience in a designated secondary Professional Development School. There is an emphasis on discipline-specific planning, implementing and assessing instruction, maintaining diverse learning communities and a focus on academic and social outcomes.

Prerequisites: EDUC 204 and EDUC 308. Open only to students in Phase I of the secondary teacher certification program. A survey of theories and practice in educational assessment which prepares secondary education candidates to analyze data from school demographics and create, apply and interpret results from preassessment, formative, summative and standardized assessment instruments to improve instruction and student achievement. This course includes a half day per week, course-related field experience in a designated secondary Professional Development School (PDS).

Prerequisite: EDUC 349D; admittance to Phase III. Extra fee. Supervised teaching in a designated elementary PDS. The elementary/special education candidate will be in a grade 1-5 placement full-time throughout the semester.

Prerequisite: EDUC 349C; admittance to Phase III. Extra fee. Supervised teaching in a designated elementary or middle school PDS. The elementary/special education candidate will be in a special education program for students with mild/moderate disabilities full-time throughout the semester.

Prerequisite: EDUC 349B; admission to Phase III. Extra fee. Supervised teaching in a designated elementary PDS. The early childhood candidate will be in a pre-K or kindergarten placement full-time throughout the semester.

Prerequisite: EDUC 349A; admission to Phase III. Extra fee. Supervised teaching in a designated elementary PDS. The early childhood education candidate will be in a grade 1-3 placement full-time throughout the semester.

Prerequisite: Admission to Phase III. Taken with the final phase of the yearlong teaching internship. Candidates will analyze their roles and their development as teachers as they implement instruction and will complete the Exit Folio.

Prerequisites: EDUC 412, EDUC 413 and EDUC 445. Open only to students enrolled in Phase II of the secondary teacher certification program. Designed to introduce students to strategies for differentiating instruction within the general education classrooms. Addressed are approaches for adapting the curriculum to meet the needs of students with identified disabilities.

Prerequisite: By invitation of the department. The departmental honors paper is a two-semester senior-year program designed for students who wish to pursue intensive research or special projects in close coordination with faculty advisers. Departmental honors students are known as the Christine P. Tischer Scholars and receive 6 credits for this work.