EDU-234 Teaching and Learning (3 credit hours)

This course is designed to involve students in the study of the psychological principles that affect how learning occurs and the classroom application of those principles to teaching. Insight will be gained into the teaching/learning process by participating as observers in local schools for a minimum of 5 hours during the semester, as well as through a minimum of 5 hours working with small groups of children to extend their learning. Through these observations and small group experiences students will develop a perspective into the teaching-learning process by exploring the role of the teacher, and studying the nature of the learner in the learning environment. Prerequisite: Sophomore standing.

EDU-305 Web 2.0 Technologies for Public School Classrooms (1 credit hour)

Students will gain an awareness of current and emerging technologies for the classroom, and develop practical skills in using these technologies in the classroom. Recent developments in educational software, the Internet, and computers will provide students with an array of technologies for educational enrichment. Prerequisite: Admission to the Teacher Education Program.

 

EDU-434 Inclusion and the Adolescent Learner (3 credit hours)

This course is designed as an investigation of adolescence, including a specific focus on adolescents with unique learning needs. Drawing from research, personal experiences, the experiences of others, music, and stories, you will consider the total educative environment of adolescents; the interplay between the inner psychological challenges and outer socio-cultural challenges facing adolescents; as well as the physical, cognitive, and emotional changes that adolescence involves. Particular focus will be given to the inclusion of adolescents with learning differences in the general classroom, including adapting instruction, assignments and assessments, as well as collaboration with other professionals and families to meet the needs of all students. Prerequisites: EDU-234 and PSY-312.

 

EDU 605 – Design and Evaluation of Instructional Materials (3 credit hours)

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.

 

EDU 612 – Mentoring and Leading in Public Schools (3 credit hours)

In this course, teachers develop an understanding and philosophy of teacher leadership in public schools. The course recognizes the teacher as a leader within a diverse professional community that is often focused on reform and change. Participants will critically reflect on various leadership theories with the purpose of discerning leadership styles and practices that best support them as teacher-leaders and/or future administrators. Recognizing and examining the human dynamics associated with leadership, highlighting best practices in motivation, management, mentoring, performance appraisal, and career/professional development, and applying these concepts to real-life scenarios and case studies will position the teacher-leader as a change agent within the educational community.

 

EDU 635 – Introduction to the Gifted Individual (3 credit hours)

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 credit hours)

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. Field experiences required.

 

EDU 645 – Culture and the Language Teacher (3 credit hours) 

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 647 – Teaching ESL in 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. Field experiences required.

EDU 671 – Adolescent Literacy and Learning Across the Content Areas (3 credit hours)

This course provides an in-depth study of the theories, research and instructional methods associated with reading and learning processes across the different content areas of the curriculum. Special emphasis is given to adolescent learners and the literacy tools essential for life-long learning, including critical thinking, problem-solving and digital literacy skills.

 

EDU 677 – The Teaching of Writing in the K-12 Classroom (3 credit hours)

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.

 

EDU 679 – Graduate Practicum (1 credit hour)

This three week, full-time field experience occurs in a public school setting (K-12). Students will complete a practicum portfolio aligned with state standards and indicators for licensure in their specialty area. A grade of S (satisfactory) or U (unsatisfactory) will be given, based upon the following criteria: (1) successful completion of the portfolio section, as evaluated by the graduate program’s portfolio rubric, (2) satisfactory observational ratings from both the college supervisor and partner teacher, as measured by the TCER.

 

EDU 703 – Behavior and Classroom Management (3 credit hours)
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 credit hours)

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 effectively communicate is critical. This course is designed to assist students in building their collaborative skills, developing skills for effectively participating in difficult interactions, and is intended to help students attain the knowledge and skills to be leaders in collaborative efforts in schools.

 

EDU 714 – Learning Strategies Across the Curriculum for Special Educators (3 credit hours)

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. Students 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. Prerequisite: EDU 711 and EDU 712. Field experience required.

 

EDU 715 –Procedures, Policies, and Assessment for Special Educators (3 credit hours)

This course provides students with a broad knowledge and understanding of a wide range of legal issues concerning providing special education services to students with disabilities. Students 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 credit hours)

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 credit hours)

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. This course is designed to assist prospective K-6 teachers in developing competencies for teaching elementary school science and health. Emphasis is placed on content, methods, and curriculum appropriate for teaching in grades K-6. Understanding and application of concepts, methodology, and educational theory will be fostered through classroom field experiences. Field experiences required.

 

EDU 725 – Teaching and Integrating Social Studies and the Arts (3 credit hours)

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.

 

EDU 949 – Introduction to Special Education (3 credit hours)

 

Term	Section Name	Title	Faculty	Cred.	Bldg.	Rm.	Days	Start Time	End Time
First Six Week	EDU-434-A	Inclusion & the Adol Learner (hybrid course)	Schrock	3	LED	206	TH	8:30 AM	11:20 AM
First Six Week	EDU-605-A	Design & Eval of Instruc Mat (hybrid course)	Parker	3	SMB	262	MW	4:30 PM	8:00 PM
First Six Week	EDU-635-A	Intro to Gifted Individual (online course)	Staff	3	LED	210	TH	4:30PM	8:00PM
Second Six Week	EDU-645-A	Culture & the Lang Teacher (hybrid course)	Staff	3	LED	211	MW	4:30 PM	8:00 PM
First Six Week	EDU-647-A	Teaching ESL in Pub Schls (hybrid course)	George	3	LED	214	TH	4:30PM	8:00PM
First Six Week	EDU-677-A	Teaching Writing K-12 (hybrid course)	Staff	3	LED	211	TH	4:30 PM	8:00 PM
First Six Week	EDU-679-A	Graduate Practicum	Staff	1
First Six Week	EDU-713-A	Collab-Special Ed & Gen Ed (hybrid course)	Staff	3	LED	206	MW	4:30 PM	8:00 PM
First Six Week	EDU-715-A	Proc., Policies, Assessment (hybrid course)	Strangis	3	LED	005	TH	4:30PM	8:00PM
First Six Week	EDU-723-A	Devel Math Understandings	Gleason	3	LED	213	MW	4:30 PM	8:00 PM
First Six Week	EDU-724-A	Teaching & Integrating Sci	Midgett	3	LED	213	TH	4:30 PM	8:00 PM
First Three Week	EDU-305-A	Intro to Instructional Media (hybrid course)	Parker	1	LED	211	MTWHF	2:00 PM	3:20 PM
Second Six Week	EDU-234-A	Teaching and Learning	Schrock	3	LED	206	MTWHF	8:30AM	11:20PM
Second Six Week	EDU-612-A	Mentoring and Leading (hybrid course)	Delaney	3	LED	213	TH	8:30AM	11:20AM
Second Six Week	EDU-643-A	Second Language Acquisition	Staff	3	LED	214	TH	4:30PM	8:00PM
Second Six Week	EDU-671-A	Reading Across the Curriculum (hybrid course)	Duncan	3	LED	211	MW	4:30PM	8:00PM
Second Six Week	EDU-703-A	Behavior & Calassroom Mgt	Schrock	3	LED	206	MW	4:40 PM	8:00 PM
Second Six Week	EDU-714-A	Learning Strategies-Special Ed (hybrid course)	Staff	3	LED	206	TH	4:30PM	8:00PM
Second Six Week	EDU-725-A	Integ. Social Studies & Arts (hybrid course)	Duncan	3	LED	211	TH	4:30 PM	8:00 PM
Second Six Week	EDU-949-A	Intro to Special Education (Online course)	Terhaar-Yonkers	3	Online Coures

 

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