Education

Course Offerings

EDUC–100 History and Foundations of American Education (3 credits)
History of schooling in America and how the current structures, philosophies, and policies came to be. Covers how contemporary schools are structured, managed, funded, and staffed. Helps students identify and build the necessary skills (writing, communicating, using technology, knowing content, and building lifelong skills) to teach. Fall, spring.
EDUC–150 Foundations & Diversity in American Educ (3 credits)
EDUC–200 Introduction to Diversity in Schools, Teachers, and Learners (3 credits)
Examines the complex realities of schools, teachers and learners in contemporary American society. Issues include cultural competency, models of effective teaching, diversity in learning, professional standards, and accountability. Includes significant time spent in local school placements. Prerequisite or corequisite: Education 100. Fall, spring.
EDUC–201 Introduction to Special Education (3 credits)
An overview of exceptionality and special education, including definitions, basic legal requirements, and the history and development of the field. Also examines etiology, characteristics, and educational interventions as they relate to following categories of special education: behavior disorders, communication disorders, health impairments, learning disabilities, mental retardation, orthopedic disorders, and visual impairments. Finally, addresses current issues such as inclusion, early childhood programming, transition, assessment, and multiculturalism.
EDUC–204 Teaching Students W/ Mild/High Disabilit Retardation (3 credits)
Examines perspectives on mental retardation history, definition, assessment, causes, and prevention. Also focuses on characteristics of individuals who have different levels of retardation and topics related to educational services, family concerns, individual and legal rights, institutional and community learning, and current issues.
EDUC–205 Clinical Practicum I -Mild Intervention, Elementary Level (3 credits)
Emphasizes practical application of the content in Education 204 or 206. All clinical experiences involve assignments of approximately three hours a day, four days a week, for 14 weeks. Students are assigned to a special education class, resource room, itinerant teacher or community agency serving handicapped children. Activities in the clinical placement are designed to enhance the instruction presented in the corequisite courses. Corequisite: Education 204 or 206.
EDUC–210 Introduction to Special Education and Mild Disabilities (3 credits)
Introduction to educational services for children who are included in the exceptional children categories of mildly mentally handicapped and learning disabled. A brief overview of educational services for students in low incidence categories of physical and health impairment, visual impairment, hearing impairment and communication disorders, mental retardation, and seriously emotionally handicapped. Other areas covered are etiological, psychological, and sociological factors related to each disability category. Emphasis on elements of coordinated programming between special and regular education personnel that are required to effectively educate special needs learners.
EDUC–224 Introduction to Kindergarten Education (3 credits)
Introduces historical roots and current practices involving a holistic approach to educating a diverse population of young children. Areas of initial exploration include philosophy, scheduling, developmentally appropriate materials, and transitions to kindergarten from preschool environment concept of "readiness" for school situations. Laboratory experiences provided. Prerequisites: Education 100, 200. Fall.
EDUC–230 Experiences in the Arts for Young Children (3 credits)
Acquaints student with activities, materials, equipment, and methods appropriate in music, creative play, and arts programming for young children.
EDUC–233 Child Development (3 credits)
Studies general behavior theory and child development techniques for helping the child deal with problems in the home and school, preventing and eliminating deviant and undesirable behaviors, and developing parental cooperation and educational programs. Identification, observation, and recording of maturation sequences emphasized. Laboratory experiences included. Prerequisite: Psychology 226 or permission of instructor.
EDUC–235 Mathematics for Primary School Children Children (2 credits)
Emphasizes the value of science and mathematics experiences for young children. Procedures and materials used to develop mathematical and scientific concepts through the inquiry method are studied.
EDUC–236 Classroom Techniques for the Teacher of Preschool Children (3 credits)
Discussions cover motivational techniques, classroom activities, use of methods and materials, and construction of lesson plans to meet individual needs of young children. Emphasizes relationships between techniques and goals of early childhood education.
EDUC–264 Assessment, Evaluation, and Remediation of Students with Special Needs (3 credits)
Students learn the nature of educational assessment by studying the principles and practices of diagnostic procedures in special education. Examines formal and informal assessments, standardized tests, test administration, test interpretation, and summary writing in the primary academic areas of reading, mathematics, and written expression. Learn to utilize assessment as a means for formulating educational goals and instructional objectives along with measuring a student's progress. An instructional remediation practicum in reading, mathematics, and written expression assigned.
EDUC–265 Role and Application of Computers in Education (3 credits)
Introduction to the roles of computers in education with an emphasis on computer-assisted instruction and computer-managed instruction. Students learn to use software tools and write simple programs. Two hours lecture, two hours lab.
EDUC–306 Teaching Students With Emotional Handicaps and Behavior Disorders (3 credits)
Covers issues of definition, incidence, and prevalence in a historical context. Classification systems are identified along with the major conceptual models (e.g., biological/biogenic, behavioral, cognitive/behavioral, ecological/sociological, psychodynamic/ humanistic, and psycho-educational). Finally, educational planning techniques and strategies outlined for improving behaviors and teaching socialization.
EDUC–307 Clinical Practicum III - Intervention For Students With EH/BD (3 credits)
Emphasizes practical application of the content in Education 306. Corequisite: Education 306. Note: All clinical experiences involve assignments for three hours a day, four days a week, for 14 weeks. Students are assigned to a special education class, resource room, itinerant teacher, or community agency serving handicapped children. Activities in the clinical placement are designed to enhance the instruction presented in the corequisite courses.
EDUC–308 Teaching Students with Severe and/or Multiple Disabilities (3 credits)
Introduces prevalence, etiology, and definitions of severe and/or multiple disabilities. Students learn to design education programs and develop community service programs to supplement family support. Ethical issues (e.g., genetic screenings, abortion, withholding of medical treatment) are explored. Additional issues include assistive technology, functional skills, and vocational skills. Finally, the idea of inclusion and the transition of students with severe disabilities from school to community life are discussed.
EDUC–309 Clinical Practicum IV - Intense Intervention (3 credits)
Emphasizes practical application of the content in Education 308. All clinical experiences involve assignments for three hours a day, four days a week, for 14 weeks. Students are assigned to a special education class, resource room, itinerant teacher, or community agency serving handicapped children. Activities in the clinical placement are designed to enhance the instruction presented in the corequisite course. Corequisite: Education 308.
EDUC–320 Teaching Strategies in K-12 Schools (3 credits)
For prospective kindergarten-12 teachers. Addresses curricular and teaching issues from both the theoretical and practical perspectives. Emphasis on understanding the K-12 curriculum and preparing developmentally appropriate instructional strategies. Prerequisites: Education 100, 200; or permission of instructor. Fall, spring.
EDUC–321 Teaching Social Studies (3 credits)
Examines methods of teaching the social sciences using current materials and basic concepts. Unit planning and inquiry methods of teaching, including the knowledge and use of learning resources, emphasized. Prerequisite: Education 320. Corequisites: Education 323, 324, 419; or permission of instructor. Spring.
EDUC–322 Strategies for Special Needs Students In K-12 Schools (3 credits)
Designed for K-12 teachers, includes development of skills, strategies, and knowledge needed to meet the educational needs of students with special needs. Special needs students, including those with learning disabilities, cultural or language differences, or other conditions that inhibit learning, have a right to access the regular education curriculum and are often included in regular classrooms. This course includes a practicum in local schools. Prerequisites: Education 100, 200, 320; or permission of instructor. Fall, spring.
EDUC–323 Teaching Science, Conservation, and Ecology (3 credits)
The discovery approach to teaching science emphasized. Prerequisites: Two general science courses; Education 320. Corequisites: Education 321, 324, 419; or permission of instructor. Spring.
EDUC–324 Principles and Practices in Mathematics Education (3 credits)
Provides experiences in methods, materials, and organization of elementary and middle school mathematics education. Emphasis on activity-based learning and meeting individual needs of students including mainstreamed students. Two hours lecture, two hours lab. Prerequisites: Education 320; mathematics 101, 202. Corequisites: Education 321, 323, 419; or permission of instructor.
EDUC–325 Developmental Linguistics (4 credits)
Examines linguistic development in humans from the initial attempts at speech and language to the production of mature language. Content assists the prospective talker in identifying speech disorders and evaluating speech and language development. Theories of language acquisition presented along with their implications for language arts programming from infancy through the junior high/middle school. Lab experiences and report writing included. Prerequisites: Education 100, 200; Psychology 226.
EDUC–326 Principles and Methods of Teaching ENL (3 credits)
Provides a comprehensive overview of effective English as a new language (ENL) techniques and explains how to apply techniques to the fundamentals of language acquisition. Designed for those who are either presently teaching or will be teaching English to international students, either in the United States or overseas. Prospective ENL teachers learn practical classroom applications and various teaching techniques. Provides participants with guidelines for planning lessons involving specific techniques, activities for enhancing textbook exercises, and effective methods for correcting student errors.
EDUC–327 Integrated and Innovative Approaches in ENL (3 credits)
Continuation of ENL techniques and methods covered in Education 326. Provides students more indepth knowledge and additional applications of ENL foundations, techniques, and learning variables. Students study the latest ENL approaches and then work on the application of these principles as they pertain to classroom management, learning styles, and classroom interaction/dynamics Participants also examine the acquisition of both first and second languages so they can compare and contrast the two processes for a better assessment of errors and approaches for learning.
EDUC–330 Literature for the Elementary and Adolescent Child (3 credits)
Literature, stories, essays, issues, and language materials for kindergarten through young adult reviewed. Corequisites: Education 418, 420, 426; or permission of instructor. Fall.
EDUC–331 Communicating Values of Literature (2 credits)
Studies values of literature for middle school (grades five to nine) and junior and senior high school students, and develops techniques for helping the character. Teachers and community leaders are trained to lead small and large group discussions. Materials are selected to further the interests, tastes, and values of all available literature. Prerequisites: One general education literature course; Education 100, 200; or permission of instructor.
EDUC–345 Designing Developmentally Appropriate Curriculum for Kindergarten Education (3 credits)
Models of kindergarten education based on various child growth and development philosophies of how young children grow and develop are utilized as the basis for designing age-appropriate effective instruction for meaningful school programs for young children. Topics include developmentally appropriate curriculum planning, classroom management (rules, procedures, discipline), environmental design, organization, and administration of model programs. Laboratory experiences are provided. Prerequisite: Education 224. Spring.
EDUC–362 All-Grade Curriculum and Teaching Strategies (3 credits)
For prospective teachers in all-grade art, music, and physical education programs. Addresses curriculum and teaching issues at elementary, middle school, and senior high school levels. Practicum experiences included. Should be taken in the same semester that the teaching major special methods course is taken. Prerequisites: Education 100, 200; or permission of instructor.
EDUC–363 Principles and Strategies of Teaching in Secondary Schools (3 credits)
The application of learning principles, analysis of forces influencing the educational process, and the general methods and procedures used in teaching in secondary schools are studied. Intern teaching experiences required in addition to class time. Additional internship hours required. Junior-level course. Prerequisites: Education 100, 200, 320; admission to teacher education. Corequisite: Appropriate methods course selected from Education 451-461. Fall, spring.
EDUC–385 Multicultural Understanding (3 credits)
Introduction to diverse lifestyles related to a variety of cultural groups. The worth of each individual emphasized, and the importance of this view for developing the understanding required for intercultural relationships stressed.
EDUC–401 Dev Educ Prog Indiv With Disabilities (3 credits)
EDUC–403 Classroom Management Techniques for the Elementary Teacher (1 credit)
Introduces basic classroom management techniques designed to promote teaching with individuals and groups. Areas of emphasis include avoiding behavior problems, solving behavior problems, and fostering personal growth. Utilizes research-based approach. Prerequisites: Education 100, 200. Fall.
EDUC–409 Practicum in Kindergarten Education (4 credits)
Opportunities to integrate basic skills and knowledge in applied practice situations. Observations, assessment, lesson presentation, and curriculum planning in primary setting stressed. Laboratory experiences provided. Prerequisites: Education 224, 345. Fall.
EDUC–410 Programming for Handicapped Preschoolers (3 credits)
Explores a variety of methods, materials, and theories regarding the identification and integration of handicapped children 0-5 years of age into preschool programs. Emphasizes identification, assessment, intervention, teaching techniques, abnormal development, program administration, curriculum revision, physical facilities and adaptations, referral processes, and resources. Prerequisite: Psychology 226 or permission of instructor.
EDUC–411 Creative Learning and Play Experiences for Young Children (3 credits)
Stresses the roles of creative learning and play experiences in the child's intellectual, social, and emotional development. Studies the developmental and therapeutic aspects of play and appropriate methods and materials for structuring play.
EDUC–412 Home School Relationships/Preschool (3 credits)
Ways to build effective home-school relationships and provide parent effectiveness training emphasized; teaching parents how to teach their children stressed.
EDUC–416 Kindergarten Education (2 credits)
An overview of kindergarten programming. Topics include the social climaTe of the classroom, ways to provide for the child's well-being, available equipment and supplies, curricular and daily schedule plans, preparing records and reports, foundations of learning and readiness for first grade, and kindergarten organization and administration. Laboratory experiences included. Prerequisites: Education 100, 200. Offered alternate spring semesters.
EDUC–417 Practicum in English as a New Language (3 credits)
Opportunities to integrate basic skills and knowledge in selected applied practice situations. Includes a field experience with observations, assessments, lesson presentation and planning in an English-as-a-new-language setting. Prerequisites: Admission to teacher education; Education 325, 326, 327; or permission of instructor.
EDUC–418 Practicum: Implementing the Language Arts Curriculum (4 credits)
Integrates communicative skills with classroom experiences. Gives students opportunity to apply skills and methodology learned in language arts, reading, and children's literature courses in actual classroom situations in individualized, small group, and whole group teaching situations. Supervision by the classroom teacher and the college instructor blends theory, research, methodology, and practical experience in teaching the language arts in the classroom. Additional internship hours required. Prerequisites: Junior status; Education 100, 200, 320. Corequisites: Admission to teacher education; Education 330, 403, 422; or permission of instructor. Fall.
EDUC–419 Practicum: Implementing Social Studies And Science Curriculum (4 credits)
Coordinates the teaching of mathematics, science, and social studies in the elementary school. Students placed so they can apply the appropriate methodology for each of these subject areas. Provides practicum experiences that allow the Developing teacher to apply newly developed skills. Additional internship hours required. Prerequisite: Junior status; Education 100, 200, 320. Corequisites: Admission to teacher education; Education 321, 323, 324; or permission of instructor. Spring.
EDUC–420 Teaching Language Arts in the Elementary Schools (3 credits)
The processes, procedures, and problems encountered in teaching the language arts discussed. Consideration for developing and refining the Pupil's proficiency in the oral and written language domains included. Spelling, usage, handwriting, and linguistics for the classroom teacher also studied. Prerequisite: Education 320. Corequisites: Education 330, 418, 426; or permission of instructor.
EDUC–421 Preschool and Beginning Reading Skills (3 credits)
Explores developmental aspects of reading acquisition as they relate particularly to the early stages of learning to read. Provides background and techniques to promote reading acquisition. Evaluation, diagnosis, and remediation of those early skills stressed. Students learn to involve parents in the development of pre-reading skills. Prerequisites: Education 100, 200, 224. Fall.
EDUC–422 Teaching Reading and Language Arts in the Elementary School (4 credits)
Explores process, procedures, and problems in teaching reading and language arts. Reading content includes basic knowledge and competency required for planning and implementing developmental reading programs. Language arts content includes basic knowledge and skills for instruction designed to develop and refine students' proficiency in oral and written language. Prerequisites: Education 100, 200; or permission of instructor.
EDUC–426 Teaching Reading (3 credits)
Theory and methodology of teaching reading emphasized. Stresses basic knowledge and competency required for planning and implementing developmental reading programs in the elementary school. Basic instrumental emphasis on developing the diagnostic-prescriptive instructional design. Prerequisite: Education 320. Corequisites: Education 330, 418, 420; or permission of instructor. Fall.
EDUC–427 Corrective Reading (3 credits)
Diagnosis and treatment of reading difficulties for the classroom teacher are discussed. Emphasizes diagnostic strategies and treatment procedures for common kinds of reading problems. Clinical experiences integral to this course. Prerequisite: Education 422. Spring.
EDUC–428 Reading in the Content Areas (3 credits)
Provides Overview of basic reading skills and specific comprehension and vocabulary skills for the content areas. Study techniques, reading levels, and comprehension development are examined, and skills in teaching content area lessons developed. Field placement included. Prerequisites: Education 426, 427, 436, 443; or permission of instructor. Fall, spring.
EDUC–430 Supervised Teaching in Kindergarten Education (6 credits)
Students receiving kindergarten endorsements must complete teaching and other observational and Participatory activities under the supervision of a cooperating kindergarten teacher and a University supervisor. A grade of C or better must be earned in student teaching to be recommended for a teaching license. Prerequisites: Admitted to teacher education; grade C or better in all education courses; Education 224, 345, 411 with GPA of at least 2.75 in these courses; senior status with at least 2.70 overall GPA. Spring.
EDUC–432 Supervised Teaching in Elementary School (6-12 credits)
Teaching, observation, and participation activities under the supervision of a cooperating teacher and a University supervisor. A grade of C or better must be earned in student teaching to be recommended for a teaching license. Prerequisites: Admitted to teacher education; grade of C or better in all education courses; Art 102, Education 320, 321, 323, 324, 418, 419, 420, 426, Music 270, with GPA of at least 2.75 in these courses; senior status with at least a 2.70 overall GPA. Fall, spring.
EDUC–433 Supervised Teaching and Observation in English As a New Language (6 credits)
Integrates the knowledge, Skills, and dispositions learned in course work and practicum with actual teaching experiences in school or community-based English as a new language classes. Supervision by the ENL teacher and the college instructor blends theory, research, and methodology.
EDUC–434 Supervised Teaching in Middle School (6 credits)
Teaching and other observation and participation activities under the supervision of a cooperating teacher and a University supervisor. A grade of C or better must be earned in student teaching to be recommended for a teaching license. Prerequisites: Admitted to teacher education; grade of C or better in all education courses; Education 426, 427, 443, with at least a 2.75 GPA in those courses; at least 15 hours of course work in the teaching subject with at least a 2.80 GPA in those courses; senior status with at least a 2.70 overall GPA. Fall, spring.
EDUC–435 Supervised Teaching Seminar (1 credit)
Emphasis placed on the discussion of student teaching experiences. Special topics of interest to student teachers presented. Prerequisites: Education 100, 200; or permission of instructor. Corequisite: Supervised teaching - Education 430, 432, 434, 436, 437, or 439.
EDUC–436 Supervised Teaching in Senior High or Middle School (6-12 credits)
Teaching and other observation and participation activities under the supervision of a cooperating teacher and a University supervisor. A grade of C or better must be earned in student teaching to be recommended for a teaching license. Prerequisites: Admitted to teacher education; grade of C or Better in all education courses; Education 363, 428, and special methods course (may be taken concurrently) with GPA of at least 2.75 in those courses; at least 30 hours of course work in the major teaching subject with a GPA of at least 2.80 in those courses; at least 18 hours of course work in the minor teaching subject with a GPA of at least 2.50 in those courses; senior status with at least a 2.70 overall GPA. Corequisites: Education 428, 443. Fall, spring.
EDUC–437EH Supervised Teaching in Special Classes for Emotionally Handicapped (6 credits)
Teaching and other activities under the supervision of a cooperating teacher and a University supervisor in special education. Prerequisites: Admitted to teacher education; grade of C or better in all required courses; Education 210, 324, 420, 426, 427, with GPA of at least 2.75 in those courses; senior status with overall GPA of at least 2.70. Students register for Education 437 MD, SD, EH according to the certification area desired. Students in the Clinical Training Program in special education enroll in Education 437 and in Education 439 in a second exceptionality area. Fall, spring.
EDUC–437MD Supervised Teaching in Special Classes - Mild Disabilities (6 credits)
Student teaching and observation in a second area of disability. See course description for Education 437. Fall, spring.
EDUC–437SD Supervised Teaching in Special Classes for Severe Disabilities (6 credits)
Teaching and other activities under the supervision of a cooperating teacher and a University supervisor in special education. Prerequisites: Admitted to teacher education; grade of C or better in all required courses; Education 210, 324, 420, 426, 427, with GPA of at least 2.75 in those courses; senior status with overall GPA of at least 2.70. Students register for Education 437 MD, SD, EH according to the certification area desired. Students in the Clinical Training Program in special education enroll in Education 437 and in Education 439 in a second exceptionality area. Fall, spring.
EDUC–439EH Supervised Teaching in Special Classes for Emotionally Handicapped (6 credits)
Student teaching and observation in a second area of disability. See course description for Education 437. Fall, spring.
EDUC–439MD Supervised Teaching in Special Classes for Mild Disabilities (6 credits)
Student teaching and observation in a second area of disability. See course description for Education 437. Fall, spring.
EDUC–439SD Supervised Teaching in Special Classes for Severe Disabilities (6 credits)
Student teaching and observation in a second area of disability. See course description for Education 437. Fall, spring.
EDUC–443 Curriculum and Learning in Junior High /Middle School (3 credits)
Designed for prospective teachers in junior high and middle schools. Addresses curricular issues and learning issues from the theoretical and practical vantage points for the middle school. A strong focus on developing an understanding of the curriculum in junior high and middle schools, how it is designed and taught, and the policies that have an impact on its continued development. Examines learning theories in relationships to student needs in junior high and middle schools. Field placement included. Additional internship required. Prerequisites: Education 320; admission to teacher education.
EDUC–447 Mental Retardation and Assorted Severe Disabilities (3 credits)
Examines the psychological, sociological, and educational implications of mental retardation and its causes, characteristics, diagnosis, and Treatment. Special problems of low functioning, multiple handicapped populations are analyzed. Prerequisite: Education 210 or Psychology 121 or permission of instructor. Fall.
EDUC–451 Methods of Teaching Science in Senior High, Junior High, Middle Schools (2 credits)
Prerequisite: Admission to teacher education. Corequisite: Education 363.
EDUC–453 Methods of Teaching English in Senior High, Junior High, Middle Schools (2 credits)
Prerequisite: Admission to teacher education. Corequisite: Education 363.
EDUC–454 Methods of Teaching Foreign Language In Senior High, Junior High, Middle Schools (2 credits)
Prerequisite: Admission to teacher education. Corequisite: Education 363.
EDUC–456 Methods of Teaching Mathematics in Senior High, Junior High, Middle Schools (2 credits)
Prerequisite: Admission to teacher education. Corequisite: Education 363.
EDUC–457 Methods of Teaching Physical Education In Elementary, Senior High, Junior High Middle Schools (2 credits)
Prerequisite: Admission to teacher education. Corequisite: Education 363.
EDUC–459 Methods of Teaching Theatre Arts in Senior High, Junior High, Middle Schools (2 credits)
Prerequisite: Admission to teacher education. Corequisite: Education 363.
EDUC–460 Methods of Teaching Speech in Senior High, Junior High, Middle Schools (2 credits)
Prerequisite: Admission to teacher education. Corequisite: Education 363.
EDUC–461 Methods of Teaching Social Sciences in Senior High, Junior High, Middle Schools (2 credits)
Prerequisite: Admission to teacher education. Corequisite: Education 363.
EDUC–463 Inclusion and Collaborative Teaching (3 credits)
Studies the integration of special education in the regular classroom. Service delivery models for students with special needs are identified and analyzed. Emphasis on collaborative procedures, special services, and instructional adaptation that regular and special education teachers use to meet the learning needs of special needs students enrolled in general education classes.
EDUC–465 Advanced Application of Computers in Education (3 credits)
Teachers, counselors, and administrators introduced to the roles of computers in education in the areas of administration, computer-assisted instruction, computer-managed instruction, and computer-assisted guidance programs. Computer-assisted instruction and computer-managed instruction emphasized. Prerequisites: Education 100, 200, 265.
EDUC–472 Adolescent Development and Learning Patterns (3 credits)
A detailed study of the physical, intellectual, social, and emotional characteristics of early adolescence (from about 14 to 18 years). Instructional implications of developmental patterns investigated. Topics include the developmental characteristics of youth as they relate to and determine curriculum goals, relevance of content, instructional organization, independence and leadership development goals, career education goals, and other special needs of the early adolescent and middle student. Prerequisite: Psychology 226 or permission of instructor. Alternate years. Fall.
EDUC–475 Supervision and Organization of Clinical Experiences in Literacy (4 credits)
Experiences to engage in supervision and organization of diagnosis and remediation of literacy difficulties in a classroom setting. Under supervision of a University instructor. Prerequisites: Education 422, 427, or permission of instructor. Fall, spring.
EDUC–480 Orientation to Deafness (1 credit)
General overview of deafness. Many aspects of the deaf community and skills necessary for individuals who plan to work or associate with deaf persons emphasized. Anatomic and medical aspects of deafness, audiology, communication with the deaf, telecommunication devices, educational issues, vocational rehabilitation, sociological factors, psychological factors, and legal aspects of deafness.
EDUC–481 Basic Sign Language (3 credits)
Familiarity with the basic structures of sign language. Emphasizes acquisition of a core vocabulary of signs and finger spelling in American Sign Language or signed English. Develops skills and techniques of nonverbal communication necessary to communicate effectively with deaf persons.
EDUC–482 Intermediate Sign Language (3 credits)
Expands sign vocabulary and ability to utilize the manual alphabet. The use of conceptually appropriate signs in conversation emphasized; receptive skills developed further. Prerequisite: Education 481 or permission of instructor. Spring.
EDUC–483 Advanced Sign Language (3 credits)
Opportunities to communicate solely in sign language in a variety of activities and situations. Prerequisites: Education 481, 482; or permission of instructor.
EDUC–487 Education of Gifted and Talented Children (3 credits)
Examines definitions of the term "gifted," delineates characteristics unique to the gifted and talented, and reviews procedures used to identify these children. The nature of creativity and the direction of programs for youth of diverse abilities considered. Related research reviewed. Prerequisite: Junior level in teacher education or permission of instructor.
EDUC–488 Curriculum and Methodology in Gifted- Talented Education (3 credits)
Reviews curricular programs for gifted and talented children and youth. Introduces methods for developing creativity and problem-solving skills. Examines procedures for content augmentation are considered and program models. Prerequisite: Junior level in teacher education or permission of Instructor.
EDUC–490 Schools in a Changing Society (3 credits)
Capstone course in education. Focuses on the many ways education and other social institutions are influenced by societal and cultural changes. Historical and current social issues affecting education are analyzed and evaluated from historical, economic, political, multicultural, legal, moral, and ethical perspectives. Limited to seniors who have been fully admitted to teacher education and who meet all student teaching requirements or who have permission of instructor. Fall, spring.
EDUC–497 Supervised Teaching and Observation in Elementary, Middle School, Junior High, and Senior High (1-6 credits)
Teaching, observation, and participation activities under the supervision of a classroom teacher and a University supervisor for students who have teaching experience and/or do not require the seven to 10 hours indicated in other student teaching courses. Prerequisites: Admitted to teacher education; GPA requirements as stated in catalog under School of Education General Requirements Student Teaching. Fall, spring.
EDUC–498 Seminar: Field Experience in English Schools (1-6 credits)
Study of the British education system. May include both classroom and field-based experiences to promote understanding of contrasts and comparisons of the American and British system.
EDUC–499 Seminar: Basic Issues in Education (1-3 credits)
Seminar, workshops, or independent research projects on issues and problems in modern education. Prerequisite: Instructor's approval. For graduate-level courses, please refer to the graduate course descriptions in this catalog.
EDUC–510 Advanced Educ Perspectives & Foundations (4 credits)
Course cultivates understanding of the evolving contexts within which traditions of education purposes, policies, and practices have become institutionalized over time. This exciting course provides an intellectual foundation for all subsequent course work in the program and results in the selection of a research area of study. Summer.
EDUC–511 Grad Educ Research & Inquiry (1-3 credits)
This is a repeatable course within which topics will vary widely as the research and inquiry projects associated with the MS in Education Program are also wide and varied, ranging from classroom-based projects that examine relationships among various instructional strategies and student achievement to writing and evaluating grant-funded projects that examine the use of technology and learning.
EDUC–512 Advanced Critical Explorations in Schls (4 credits)
Course presents an examination of the historical and theoretical bases of current K12 teaching and learning; the course focuses on curriculum planning. The overall intent of this course is to provide opportunities for students to carefully review and examine the research related to best practices as defined by recent and emerging research in the field of instruction. In addition, the course will review the most current research on effective contemporary classroom management and the link between learning and classroom climate and behaviors. Summer.
EDUC–514 Applied Ed Inquiry & Classroom Research (4 credits)
Course is designed to develop research application skills, including the use of inquiry and research in classrooms. Students will develop initial research project outlines and learn how to use a variety of forms of classroom-based inquiry tools and strategies. Teachers who complete the course will be engaged in using these techniques to solve classroom problems, apply formative and summative assessment techniques, and use the generated information to inform future and further instruction. Prerequisites: Full admission to graduate program, Education 510, 512, or permission of instructor. Fall.
EDUC–516 Advanced Educ Technology & Applications (3 credits)
Course develops technology skills aimed at improving practice and student achievement, including strategies related to on-line and social networking applications. The course provides opportunities for students to learn (1) advanced applications used primarily for inquiry-based data analysis (SPSS basics, Microsoft Office advanced applications, ethnography, etc.), (2) advanced classroom instructional strategies, (using smart phones, blogs, and other web-based technologies, etc.) and (3) other advanced technological applications that are commonly used in local schools (NWEA, DIBELS, Acuity, handheld applications, etc.). Summer.
EDUC–520 Teaching Strategies in K-12 Schools (3 credits)
For prospective kindergarten-12 teachers. Addresses curricular and teaching issues from both the theoretical and practical perspectives. Emphasis on understanding the K-12 curriculum and preparing developmentally appropriate instructional strategies. Examination of current research related to instruction and application of the research required. Prerequisite: Permission of instructor. Fall, spring.
EDUC–521 Teaching Social Studies (3 credits)
Examines methods of teaching the social sciences using current materials and basic concepts. Unit planning and inquiry methods of teaching emphasized including the knowledge and use of learning resources. Examination of current research related to instruction and application of the research required. Prerequisite: Education 520 or permission of instructor. Spring.
EDUC–522 Teach Read/Lang Art Elem Sch the Elementary School (4 credits)
Explores processes, procedures, and problems in teaching reading and language arts. Reading content includes basic knowledge and competency required for planning and implementing developmental reading programs. Language arts content includes basic knowledge and skills for instruction designed to develop and refine students' proficiency in oral and written language. Examination of current research related to instruction and application of the research required.
EDUC–523 Teaching Science, Conservation, and Ecology (3 credits)
The discovery approach to teaching science emphasized. Examination of current research related to instruction and application of the research required. Prerequisites: Two general science courses; Education 520. Spring.
EDUC–524 Adv Study Curr/Strds/Data-Driven Instruc (4 credits)
Course is designed to help students understand the relationship among standards, curriculum, instruction, and the use of assessment data to drive instruction and improve curriculum. The course provides extensive study and opportunity to learn how to consistently analyze, use, and deliver assessment and other student data to improve learning and achievement. The essential question for this course is "how can I best use assessments of my students and my teaching to improve student learning?" Prerequisites: Full admission to graduate program, Education 514, 528, or permission of instructor. Spring.
EDUC–525 Collab & Leadership in Global Society (4 credits)
Course provides perspectives on educational leadership, collaboration, and understandings of cultural and educational issues facing educators in the U.S. and other nations. The primary purpose of this course is to provide intensive study of teacher practice, collaboration, and leadership needed in education for an increasingly global economy and society. The course will also provide opportunities for additional study of how educational effectiveness and the strategies learned in the program can be understood in particular cultural contexts, with particular focus on the U.S. and England. This course may be taken at Harlaxton in England. Prerequisites: Full admission to the graduate program, Education 524, 530, or permission of instructor. Summer.
EDUC–526 Reading in the Content Area (3 credits)
Provides overview of basic reading skills and specific comprehension and vocabulary skills for the content areas. Study techniques, reading levels, and comprehension development are examined, and skills in teaching content area lessons developed. Field placement included. Examination of current research related to instruction and application of the research required. Prerequisites: Education 522 or permission of instructor. Fall, spring.
EDUC–527 Corrective Reading (3 credits)
Diagnosis and treatment of reading difficulties for the classroom teacher are discussed. Emphasizes diagnostic strategies and treatment procedures for common kinds of reading problems. Clinical experiences integral to this course. Examination of current research related to instruction and application of the research required. Prerequisite: Education 522. Spring.
EDUC–528 Advanced Study in Assessment (4 credits)
Course is designed to present current assessment theory and practice, especially as they relate to utility in classroom settings. Students will become familiar with the array of commonly used standardized and formative tests as well as many other different forms of classroom and student assessment. Prerequisites: Full admission to graduate program, Education 510, 512, or permission of instructor. Fall.
EDUC–529 Preschool and Beginning Reading Skills (3 credits)
Explores developmental aspects of reading acquisition as they relate particularly to the early stages of learning to read. Provides background and techniques to promote reading acquisition. Evaluation, diagnosis, and remediation of those early skills stressed. Students learn to involve parents in the development of pre-reading skills. Prerequisites: Education 522 or permission of instructor. Fall.
EDUC–530 Advanced Study in Diversity/Spec Needs (4 credits)
Course provides experiences to enhance multicultural and cultural competence. Students will gain extensive knowledge and understanding of the diverse nature of contemporary classrooms as well as a wide range of strategies that are useful and effective in helping all students to be successful in school. Diversity in this course will be broadly defined to include cultural, economic, racial, and other factors known to exist in schools. Prerequisites: Full admission to graduate program, Education 514, 528, or permission of instructor. Spring.
EDUC–534 Principles and Practices in Mathematics Education (3 credits)
Provides experiences in methods, materials, and organization of elementary and middle school mathematics education. Emphasis on activity-based learning and meeting individual needs of students including mainstreamed students. Two hours lecture, two hours lab. Examination of current research related to instruction and application of the research required. Prerequisites: Education 520; passing scores on Praxis I Mathematics.
EDUC–535 Supervised Teaching Seminar (1 credit)
Emphasis placed on the discussion of student teaching experiences. Special topics of interest to student teachers presented. Prerequisites: Completion of all Transition to Teaching requirements except student teaching. Corequisite: Education 597.
EDUC–540 Research & Inquiry (3 credits)
Course provides extensive study and opportunity to publicly demonstrate and present, in a cumulative fashion, the data, work and research gathered and used throughout the program and within the students' respective classrooms. Some examples of public demonstrations and dissemination might be written and submitted articles to a refereed journal, presentations made at national and regional conferences, grant proposals, and presentations made to local groups in the educational communities. This course will also provide opportunities for students to begin or continue collaborations. Prerequisites: Full admission to graduate program, Education 525 or permission of instructor. Summer.
EDUC–543 Curriculum and Learning in Junior High /Middle School (3 credits)
Designed for prospective teachers in junior high and middle schools. Addresses curricular issues and learning issues from the theoretical and practical vantage points for the middle school. A strong focus on developing an understanding of the curriculum in junior high and middle schools, how it is designed and taught, and the policies that have an impact on its continued development. Examines learning theories in relationships to student needs in junior high and middle schools. Examination of current research related to instruction and application of the research required. Field placement included. Additional internship required. Prerequisites: Education 520; admission to Transition to Teaching program.
EDUC–545 Designing Developmentally Appropriate Curriculum for Kindergarten Education (3 credits)
Models of kindergarten education based on various child growth and development philosophies of how young children grow and develop are utilized as the basis for designing age-appropriate, effective instruction for meaningful school programs for young children. Topics include developmentally appropriate curriculum planning, classroom management (rules, procedures, discipline), environmental design, organization, and administration of model programs. Examination of current research related to instruction and application of the research required. Laboratory experiences are provided.
EDUC–551 Methods of Teaching Science in Senior High, Junior High, Middle Schools (2 credits)
Prerequisite: Admission to teacher education. Corequisite: Education 363.
EDUC–553 Methods of Teaching English in Senior High, Junior High, Middle Schools (2 credits)
Prerequisite: Admission to teacher education. Corequisite: Education 363.
EDUC–554 Methods of Teaching Foreign Language In Senior High, Junior High, Middle Schools (2 credits)
Prerequisite: Admission to teacher education. Corequisite: Education 363.
EDUC–556 Methods of Teaching Mathematics in Senior High, Junior High, Middle Schools (2 credits)
Prerequisite: Admission to teacher education. Corequisite: Education 363.
EDUC–557 Meth Teach Pe Elem/Sh/Jh/Ms (2 credits)
EDUC–559 Methods of Teaching Theatre Arts in Senior High, Junior High, Middle Schools (2 credits)
Prerequisite: Admission to teacher education. Corequisite: Education 363.
EDUC–561 Methods of Teaching Social Sciences in Senior High, Junior High, Middle Schools (2 credits)
Prerequisite: Admission to teacher education. Corequisite: Education 363.
EDUC–563 Principles and Strategies of Teaching in Secondary Schools (3 credits)
The application of learning principles, analysis of forces influencing the educational process, and the general methods and procedures used in teaching in secondary schools are studied. Intern teaching experiences required in addition to class time. Examination of current research related to instruction and application of the research required. Additional internship hours required. Prerequisites: Education 520; admission to Transition to Teaching program. Corequisite: Appropriate methods course selected from Education 451 through 461. Fall, spring.
EDUC–581 Basic Sign Language I (3 credits)
Familiarity with the basic structures of sign language. Emphasizes acquisition of a core vocabulary of signs and finger spelling in American Sign Language or signed English. Develops skills and techniques of nonverbal communication necessary to communicate effectively with deaf persons.
EDUC–582 Intermediate Sign Language (3 credits)
Expands sign vocabulary and ability to utilize the manual alphabet. Emphasizes use of conceptually appropriate signs in conversation; further develops receptive skill. Prerequisite: Education 481 or 581 or permission of instructor.
EDUC–H498 Seminar: Field Experience in English Schools (1-6 credits)
Study of the British education system. May include both classroom and field-based experiences to promote understanding of contrasts and comparisons of the American and British system.
EDUC–H598 Seminar: Field Experience in English Schools (1-6 credits)
Study of the British education system. May include both classroom and field-based experiences to promote understanding of contrasts and comparisons of the American and British system.