Teacher education is a vital part of Meredith College and views its major purpose as upholding the mission and goals of the college. Our Summer offerings enhance our mission. Both Undergraduate and Graduate courses are offered.

Undergraduate

EDU 234 Educational Psychology (3 credits)

Psychological principles that serve as the basis of effective educational practices are examined. Topics related to human development, individual differences, motivation, and learning theory are researched and applied to elementary, middle, and secondary classroom settings. Weekly observations in local public schools are required outside of regularly scheduled class time. Prerequisite: Sophomore Standing.

EDU 241 Introduction to Instructional Media (1 credit)

Successful teachers are informed and knowledgeable about the use of instructional media in their classroom. This course will introduce students to the challenges of classroom teachers as they determine where and how technology fits into the classroom. Students will learn about a wide variety of media materials. NETS-T and NCDPI standards will be introduced. Note: Completion of EDU 232 and/or EDU 234 or their equivalents is strongly recommended prior to taking this course.

EDU-490 Observation and Directed Teaching (6 credits)

Designed to provide the student internship experience at the appropriate grade level in a public school setting: B-K [birth to kindergarten]:
public schools’ pre-kindergarten and kindergarten classrooms;Elementary Education, K-6; Middle grades education: Students at the
6-9 grade levels; Secondary education: Students at the 9-12 grade levels; Special subject area education: Students at the K-12 grade levels;
Occupational education: Students at 7-12 grade levels, family and consumer sciences. Weekly seminars are arranged. Admission to the
Teacher Education program is a prerequisite. Internship fee assessed. Block class. Pass/Fail grading only.

EDU-498 Honors Thesis in Education (3 credits)

In conjunction with a faculty mentor, the student will formulate and execute an original research project that will culminate in a paper and
presentation. A research proposal form completed by the student and faculty mentor is required for registration. The project must meet
honors program thesis requirements as well as expectations of the education faculty. Open to seniors in the Honors and/or Teaching Fellows
Programs only.
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Graduate

EDU 600 Curriculum Development (3 credits)

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.

EDU 605 Design and Evaluation of Instructional Materials (3 credits)

Designed to provide the practicing general classroom teacher with the knowledge, skills and dispositions needed for successful inclusive teaching. Students will develop (1) an understanding of the nature and characteristics of the learning and behavior challenges that students with special needs face in the regular classroom; and (2) the practical procedures, collaborative practices and instructional strategies that will help their students learn well, be accepted within their school community and achieve their fullest academic and social potential.

EDU 620 – Education in Society (3 credits)

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.

EDU 635 – Introduction to the Gifted Individual (3 credits)

What is “giftedness?” What are the major social, cultural and historical forces that have influenced the definition of this concept over time? What sources are responsible for producing—in an individual—those characteristics that result in that person being labeled a “gifted individual?” Given what we now know, how should we identify gifted individuals? Should the development of persons as “gifted individuals” be supported? What kinds of things can be done—in schools and elsewhere—to support the development of gifted individuals? Who should be responsible for the development of gifted individuals and how well are we doing in providing this support? These questions, and the answers to them, are all very important to persons who care about gifted individuals—and who may want to help in their development. All of these questions will be addressed in some depth in the context of this course.

EDU 643 – Second Language Acquisition (3 credits)

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 hoursEDU 645 Culture and the Language Teacher (3 credits)

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.

EDU 677 The Teaching of Writing in the K-12 Classroom (3 credits)

The 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 at 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 and writing across the curriculum and integrate technology in the writing process.

EDU 703 Behavior and Classroom Management (3 credits)

This course is designed to give teachers the knowledge and skills to create and maintain effective learning environments. One important aspect of classroom management, behavior management, will be given particular focus. Teachers will understand how to implement positive behavior strategies to help their students learn and engage in appropriate behavior. Field experiences required.

EDU 713 Collaboration with Professionals and Families for Special and General Educators (3 credits)

The expectations for professionals who work in schools and other education settings are changing dramatically. Although most educators enter the field because of their commitment to work with students, few can be successful unless they refine their skills for interacting with other professionals and families. Educators routinely participate in team meetings and collaborative problem solving activities in a variety of settings in which their ability to communicate effectively is critical. This course is designed to assist candidates in building their collaborative skills, developing skills for effectively participating in difficult interactions, and is intended to help candidates attain the knowledge and skills to be leaders in collaborative efforts in schools. Oral Presentation required. Field experiences required. Fall, M. Ed. only; Summer, M. Ed. by permission only.

EDU 714 Learning Strategies Across the Curriculum, for Special Educators K-12 (3 credits)

This course examines models for teaching learning strategies, metacognitive strategies guiding the learning of content, for students with mild/moderate disabilities in grades K -12. Candidates will examine educational research on the application of literacy and learning strategies in the content areas and will learn ways to assess students’ understandings and to use the assessment to plan for instruction. Field experience required. Pre-requisite EDU 711 and EDU 712.

EDU 715 Procedures, Policies, and Assessment for Special Educators (3 credits)

This course provides candidates with a broad knowledge and understanding of a wide range of legal issues related to special education services for students with disabilities. Candidates will have a foundation in effective and efficient assessment and evaluative practices, including standardized and curriculum-based assessment. Field experiences required.

EDU 723 Developing Mathematical Understanding in the Intermediate & Upper Elementary Grades (3 credits)

This course will examine the theory, research and instructional practices essential to developing mathematical understanding of concepts and skills found in the intermediate elementary grades mathematics curriculum. Experiences in this course will focus on helping children develop a sound, foundational understanding of the concepts, language and skills in the areas of numeration, algebraic thinking, geometry, measurement, data analysis and probability. Candidates will learn to assess children’s mathematical understanding and plan engaging, meaningful learning experiences that lead to success for all learners. Prospective teachers will use culturally-relevant contexts such as children’s literature, science, social studies, and the arts to engage students in mathematics. Field experiences required.

EDU 724 Teaching and Integrating Science and Health (3 credits)

This course explores the nature, processes, and products of science and health with an emphasis on content, methods, and curriculum appropriate for teaching in elementary school. Field Experiences required.

EDU 725 Teaching and Integrating Social Studies and the Arts (3 credits)

Prospective elementary teachers will become familiar with the pedagogical principles of the four arts disciplines as they develop and implement learning experiences that meet curriculum objectives in both social studies and the fine arts. Field experiences required.

Schedule: download the schedule

Term	Section Name	Title	Cred.	Bldg.	Rm.	Days	Start Time	End Time
First Six Week	EDU-234-A	Educational Psychology-WI	3	LED	214	TH	8:30 AM	11:20 AM
First Six Week	EDU-605-A	Design & Eval of Instruc, Mat	3	SMB	262	MW	4:30 PM	8:00 PM
First Six Week	EDU-600-A	Curriculum Development	3	LED	211	MW	4:30 PM	8:00 PM
First Six Week	EDU-635-A	Intro to Gifted Individual	3	LED	210	TH	4:30 PM	8:00 PM
First Six Week	EDU-677-A	Teaching Writing K-12	3	LED	211	TH	4:30 PM	8:00 PM
First Six Week	EDU-713-A	Collabor- Special Ed and Gen Ed	3	LED	206	MW	4:30 PM	8:00 PM
First Six Week	EDU-715-A	Proc., Policies, Assessment	3	LED	005	TH	4:30 PM	8:00 PM
First Six Week	EDU-723-A	Developing Math Understandings	3	LED	213	MW	4:30 PM	8:00 PM
First Six Week	EDU-724-A	Teaching & Integrating Science	3	LED	213	TH	4:30 PM	8:00 PM
First Three Week	EDU-241-A	Intro to Instructional Media	1	SMB	262	MTWHF	11:30 AM	12:50 PM
Second Six Week	EDU-490-B	Observation and Directed Tchg.	6	OFF	CAMPUS
Second Six Week	EDU-498-A	Honors Thesis in Education	3	SELF	SCHED
Second Six Week	EDU-620-A	Education and Society	3	LED	211	MW	4:30 PM	8:00 PM
Second Six Week	EDU-643-A	Second Language Acquisition	3	LED	214	TH	4:30 PM	8:00 PM
Second Six Week	EDU-703-A	Behavior & Classroom Mgmt.	3	LED	206	MW	4:30 PM	8:00 PM
Second Six Week	EDU-714-A	Learning Strategies-Special Ed	3	LED	206	TH	4:30 PM	8:00 PM
Second Six Week	EDU-725-A	Integ. Social Studies and Arts	3	LED	210	TH	4:30 PM	8:00 PM
Full summer term	EDU-490-A	Observation and Directed Tchg.	6	OFF	CAMPUS

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