EDU 600 Curriculum Development

Focusing on “what is learned” and “should be learned” in educational institutions, the course examines perspectives and paradigms of curriculum thought and their connection to educational practice. Attention is given to the relationships between content, pedagogic practice, assessment and curriculum orientation. Students engage in critical reflection on fundamental issues concerning the curriculum; the purpose of education, hidden and explicit learning experiences, the organization and construction of knowledge. In the development of a curriculum project, students apply this understanding to the process of improving classroom and/or institutional practices. 3 credit hours

EDU 605 Design and Evaluation of Instructional Materials

Designed to assist students in the development of strategies for the use of the current technologies in the K–12 classroom.  Students will critically examine the role of technology in that classroom, and understand the effective use of technology. Prerequisites: Basic computer knowledge. 3 credit hours

EDU 610 Advanced Educational Psychology

An in-depth exploration of fundamental questions about teaching, learning and human development designed to facilitate more meaningful classroom teaching. The course is highly interactive with learning taking place through individual and group research projects, seminar discussions, student directed workshops and presentations; thus, facilitating the development of teachers as researchers and educational leaders. 3 credit hours

EDU 615 Mathematical Thinking in Children

Teachers examine what it means to know and learn K–5 mathematics based upon theory and research in cognitive psychology and mathematics education. A variety of materials that help illustrate students’ thinking in mathematical contexts are used to provoke consideration of how students develop mathematical knowledge. Regular “field experiences” with elementary school-aged children are required. 3 credit hours

EDU 620 Education in Society

An exploration of our rich cultural heritage of educational ideas. Students will explore fundamental questions of educational purpose and practice through the study of educational philosophers past and present, analysis of the philosophical perspectives and practices underlying current practice, and development of their own philosophies of education. Students are expected to become reflective about their own thought processes, their philosophical and cultural assumptions, and develop their own visions of possibilities for classroom practice congruent with their well-justified and coherently articulated educational philosophy. 3 credit hours

EDU 625 Inclusive Teaching in the General Education Classroom

Designed to provide the practicing general classroom teacher with knowledge, skills, and dispositions needed for successful inclusive teaching including an understanding of the nature and characteristics of the learning and behavior challenges that students with special needs face in the regular classroom, and the practical procedures, collaborative practices, and instructional strategies that lead to successful inclusion. 3 credit hours

EDU 630 Educational Research I
 
Educational Research is about understanding and doing research within the field of education. It is organized around classroom-based inquiry and is focused on the development of teachers as researchers. This first course is designed to provide an overview of the knowledge and methods used by investigators to conduct disciplined inquiry. The course includes consideration of concepts, research designs, and procedures from both quantitative and qualitative approaches. It also initiates the process of conducting individual research. Fall, every year. 3 credit hours

EDU 631 Educational Research II

This second course in Educational Research is designed to provide the practicing teacher with a deeper understanding of the knowledge and methods used by investigators to conduct disciplined inquiry. It continues to be organized around classroom-based inquiry and focused on the development of teachers as researchers. The course includes consideration of concepts, research designs, and procedures from both quantitative and qualitative approaches. In this course, teacher-researchers conclude the process of conducting individual research. Prerequisite: EDU 630. Spring, every year. 3 credit hours

EDU 641 Methods of Teaching ESL

An introduction to the field of TESL, focusing on the methods and materials of teaching various language skills and knowledge areas. Attention will be given to the integrated teaching of all skills within a communicative setting. 3 credit hours

EDU 643 Second Language Acquisition

A broad view of second language acquisition from both psycholinguistic and sociolinguistic perspectives. Includes a comparison of first and second language learning, current theories of second language acquisition, the effect of social interaction upon speech styles, and how speech defines groups. Applications are made to second language teaching. 3 credit hours

EDU 645 Culture and the Language Teacher

A study of the basic concepts of intercultural communication, including a comparison of American cultural orientations with those of other countries. A look at how these cultural differences relate to language teaching and learning. 3 credit hours

EDU 647 Teaching ESL in the Public Schools

A course focusing on the particular needs of K–12 teacher: historical and legal background of bilingual and ESL education, assessment and placement of ESL learners, literacy development, content-based instruction and the adaptation of curricular materials. 3 credit hours

EDU 649 Advanced Methods of Teaching ESL

A culminating course consisting of a 30-hour K–12 practicum as well as periodic on-campus classes. Designed to provide a forum for reflective thinking about ESL teaching while acquiring greater in-depth knowledge about selected areas of ESL teaching methodology. 3 credit hours

EDU 650 Thesis

The student will research, write and defend orally the results of an in-depth examination of a department approved topic. Regularly scheduled conferences and field supervision by the research director are an integral part of the course. 3 credit hours

EDU 651 Thesis

A continuation of EDU 650, for students who have not completed the thesis. Prerequisite: EDU650, Pass/Fail. 3credit hours

EDU 670 Reading: Past, Present, and Future

An in-depth study of the research and theoretical models upon which understanding of the developmental process of reading is based. Emphasis is given to critical evaluation of the issues, trends and research in the field of reading. Students are required to plan, initiate and evaluate an action research project and to be able to articulate their findings to interested parties. 3 credit hours

EDU 671 Reading Across the Curriculum

An in-depth study of the reading and learning processes as they relate to different content areas of the curriculum. Emphasis is given to developing, evaluating, selecting and adapting instructional media to meet the needs of students working in the content area. 3 credit hours

EDU 675 Intervention in the Reading Process

Teachers are introduced to both formal and informal assessment procedures relating to the reading process with particular emphasis given to the latter. Teachers are required to implement a program of assessment with their own elementary public school students. In addition teachers are required to demonstrate how their instructional program in reading and writing is responsive to the findings obtained as a result of the assessment procedures. 3 credit hours

EDU 676 Clinical Applications of the Reading Process

An in-depth tutoring experience with children who are experiencing severe difficulties with the reading acquisition process. Students are required to develop a profile of the child’s abilities using information gained from assessment procedures administered. Students are then required to develop and implement a program of instructional intervention for themselves. 3 credit hours

EDU 677 The Teaching of Writing in the K–12 Classroom

This goal of this course is to assist teachers in developing the writing skills of K–12 students. At the conclusion of the course students will show familiarity with current theories; be able to describe and assist students art various stages of the writing process, describe and assist children learning to write who have cultural and linguistic differences, show familiarity with writing evaluation techniques, writing across the curriculum, and integrate technology in the writing process. 3 credit hours

EDU 800 Graduate Study

Provides enrollment for students extending the thesis beyond two semesters and/or taking master’s exams but not registered for other course. May be repeated as needed. (P/F) 1 credit hour

ENG 505 Study of Linguistics

An exploration of the systematic nature of language, looking at the systems of phonology, morphology, syntax and semantics in English, and how these systems have changed over time. Attention will be given to the application of linguistic constructs in machine translation, artificial intelligence, sign language, and learning a second language. 3 credit hours

Revised 08/21/07 ECB

>top