Course Descriptions
Undergraduate Level
EDUC 211 EDUCATION AND SOCIETY (WE)*
An exploration of developments and current trends in education; historical, philosophical and sociological aspects of general and special education are studied; extensive interaction among participants is fostered (3 credits).
EDUC 212 PSYCHOLOGY OF TEACHING AND LEARNING
An investigation of psychological theories as they apply to teaching and learning. Topics include cognitive, behavioral and humanistic theory, social development and social skills instruction, moral development and education, language development, motivation, classroom management theory and issues, and an introduction to instructional modification to meet the needs of a diverse student body. Three lecture hours (3 credits).
EDUC 304 HEALTH EDUCATION IN SCHOOLS
A course designed specifically for teacher education that focuses on a broad overview of health topics significant to teachers. Basic content is provided in drug education, communicable and non-communicable diseases, safety, and nutrition (1 credit).
EDUC 321 EARLY CHILDHOOD EDUCATION IN INCLUSIVE SETTINGS
A study of the educational development of the very young child; develops knowledge and skills in effective teaching in all curriculum areas; varied educational approaches are examined; emphasis on modifying instruction to meet the developmental needs of exceptional children. Includes field experience—two lecture hours/one morning per week (3 credits).
EDUC 322 TEACHING MATHEMATICS IN INCLUSIVE SETTINGS (1-6)
The exploration of content, learning process, use of materials including technology, classroom activities, and assessment at different developmental levels as applied to elementary mathematics. The special needs of multicultural, multilingual, special needs, and gifted populations are addressed. Techniques of lesson planning are developed. Multidisciplinary integration is fostered. Three lecture hours (3 credits).
Required field experience with co-requisite EDUC 325.
EDUC 323 PRACTICUM I
In conjunction with EDUC 324, students observe and teach mathematics in an inclusive or general elementary classroom. In addition, students and faculty meet regularly in a coordinating seminar to review field experiences, to address additional issues of pedagogy, and to synthesize practice with theory. One seminar hour plus field—one full day or two half-days/week (3 credits).
EDUC 324 TEACHING SCIENCE AND SOCIAL STUDIES IN INCLUSIVE SETTINGS (1-6) (WE)*
The exploration of content, learning process, use of materials including technology, classroom activities, and assessment at different developmental levels as applied to elementary social studies and science. The special needs of multicultural, multilingual, and gifted populations are addressed. A model for instructional modification with language and learning disabilities is presented and applied. Techniques of unit planning are developed. Multidisciplinary integration is fostered. Three lecture hours (3 credits).
Required field experience with co-requisite EDUC 323.
EDUC 325 PRACTICUM II
In conjunction with EDUC 322, students observe and teach social studies and science in an inclusive or general elementary classroom. Students learn individual, group, and whole class approaches to instruction. In addition, students and faculty meet regularly in a coordinating seminar to review field experiences, to address additional issues of pedagogy, and to synthesize practice with theory. One seminar hour plus field—one full day or two half-days/week (3 credits).
EDUC 326 TEACHING LITERACY IN THE INCLUSIVE ELEMENTARY CLASSROOM
An examination of reading and language arts in the total communication process. Emphasis is on the study of developmental literacy. Strategies to meet individual needs in a balanced elementary literacy program are presented. Techniques of informal assessment and lesson planning are developed. A model for instructional modification for students with language and learning disabilities is presented and applied. Three lecture hours (3 credits).
EDUC 327 TEACHING LITERACY IN THE INCLUSIVE SECONDARY CLASSROOM
An examination of literacy as part of the total communication process within the secondary classroom. Special emphasis is on reading and writing skills as a means to content area learning. Techniques of informal assessment and lesson planning are developed. Special issues and strategies for students with language and learning disabilities in inclusive content area classrooms are presented. A model for instructional modification to meet individual student needs is applied. Three lecture hours (3 credits).
EDUC 328 CHILDREN/ADOLESCENT LITERATURE
The development of an appreciation of literature written for children and young adolescents; this course appraises prose and poetry and presents strategies for arousing and sustaining the student’s interest in and appreciation of good literature (3 credits).
EDUC 330 MATHEMATICS FOR ADOLESCENTS WITH DISABILITIES
This course is designed to provide a foundation in basic mathematics instruction for students in the Adolescent Special Education program who are mathematics majors. Emphasis will be placed on understanding the effects of disabilities on the comprehension of concepts as well as integrating mathematics study with other subjects taught at the secondary level (1 credit).
EDUC 340 INTRODUCTION TO STUDENTS WITH DISABILITIES
An exploration of the etiology, characteristics, services, and programs for students with disabilities. Focuses on legal mandates, program options, family issues, and the roles of general and special educators as members of multidisciplinary teams and participants in effective inclusion programs. Case studies will be used extensively. Three lecture hours. Field experience—one morning /week (3 credits).
EDUC 360 TEACHING ENGLISH IN MIDDLE AND SECONDARY SCHOOL
EDUC 361 TEACHING SOCIAL STUDIES IN MIDDLE AND SECONDARY SCHOOL
EDUC 362 TEACHING MATHEMATICS IN MIDDLE AND SECONDARY SCHOOL
EDUC 363 TEACHING ANOTHER LANGUAGE IN MIDDLE AND SECONDARY SCHOOL
EDUC 364 TEACHING SCIENCE IN MIDDLE AND SECONDARY SCHOOL
Each course provides students with the knowledge and skills necessary to teach an academic discipline effectively in Grades 5-6 and 7-12. Students study generic principles of middle and secondary teaching, specific content and approaches in the teaching of subject areas and practical application of these principles and knowledge.
Course content focuses on the comparative study of middle level and high school in terms of philosophy, methodology and curriculum. This course emphasizes the unique nature of middle level education and explores developmentally appropriate strategies to meet the needs of diverse adolescent learners including interdisciplinary instruction, team teaching, cooperative learning, and advisory programs. The course includes two lecture hours with the teacher education faculty and one lecture hour with liberal arts faculty (3 credits).
EDUC 365 PRACTICUM III
This course is offered as extended field experience when required to accommodate existing programs. Students observe and teach in program related experiences. Faculty observe and confer with students individually. The course includes Field experience—one-half day/week (1 credit).
EDUC 366 PRACTICUM IV
In conjunction with middle/secondary curriculum courses 360-364, students observe and teach their primary discipline in a middle school. Faculty observe and confer with students individually. Field experience—one day or two half-days/week (2 credits).
EDUC 425/525 STUDENT TEACHING IN SECONDARY EDUCATION
Teacher candidates teach for one semester in a nearby secondary school under the supervision of cooperating teachers and teacher education and liberal arts faculty. Placements are made in inclusive or general education classrooms. Faculty observe and confer with student teachers individually. In addition, students and faculty meet regularly in a coordinating seminar to review field experiences, to synthesize current practice with prior learning and to prepare for employment and further professional study. Prospective student teachers plan for field placements during the registration period prior to student teaching. Students may choose one of the following weekly scheduling options: 425—four mornings and one full day or 525—three mornings and two full days (7 credits).
EDUC 427/527 CLASSROOM MANAGEMENT AND SOCIAL SKILLS INSTRUCTION
An examination of theories and methodology of classroom management and the psychosocial development of children and adolescents, especially those at high risk. Emphasis is on the elements of effective planning that prevent management problems, encourage intrinsic motivation to learn, and foster social competence of all children in the inclusive classroom. Techniques of informal assessment will be presented, and a model for instructional modification for students with behavior disorders or social skills deficits will be applied (3 credits).
This course will be taken in fall of fifth year for those completing Five-year program in Urban and Multicultural Education leading to dual certification.
EDUC 428 ASSESSMENT AND REMEDIATION OF LITERACY DISABILITIES
A study of assessment procedures, prescriptive measures and best corrective practices as applied in early childhood, childhood and middle and secondary level classrooms. Field experience is required in remedial or inclusive settings. Students spend part of their course in tutorial field experiences. Three lecture hours. Field experience—16 hours/semester (3 credits).
EDUC 429 STUDENT TEACHING Pre-K–2
This course is designed for students who are seeking certification in both Childhood and Early Childhood Education. Senior students teach for one semester under the supervision of cooperating teachers and teacher education faculty. Placement is in a pre-kindergarten, kindergarten or grade one or two classroom setting. Faculty observe and confer with student teachers individually. In addition, students and faculty meet regularly in a coordinating seminar to review field experiences, to synthesize current practice with prior learning and to prepare for employment and further professional study. Prospective student teachers plan for field placements during the registration period prior to student teaching. Field experience—four mornings (3 credits).
EDUC 430 STUDENT TEACHING IN EARLY CHILDHOOD EDUCATION
This course is designed for students who are seeking certification in Early Childhood Education (Birth – Grade 2) only. Senior students teach for one semester under the supervision of cooperating teachers and teacher education faculty. Placements are in pre-kindergarten, kindergarten or grade one or two classroom in inclusive or general settings. Faculty observe and confer with student teachers individually. In addition, students and faculty meet regularly in a coordinating seminar to review field experiences, to synthesize current practice with prior learning and to prepare for employment and further professional study. Prospective student teachers plan for field placements during the registration period prior to student teaching. Field experience—four mornings, one full day/week (7 credits).
EDUC 431/531 STUDENT TEACHING IN CHILDHOOD EDUCATION
Teacher candidates teach for one semester under the supervision of cooperating teachers and teacher education faculty. Placements are in a grade one – six classroom in inclusive or general settings. Faculty observe and confer with student teachers individually. In addition, students and faculty meet regularly in a coordinating seminar to review field experiences, to synthesize current practice with prior learning and to prepare for employment and further professional study. Prospective student teachers plan for field placements during the registration period prior to student teaching. Students may choose one of the following weekly scheduling options: 425—four mornings and one full day or 525—three mornings and two full days (7 credits).
EDUC 450 STUDENT TEACHING IN SPECIAL EDUCATION—1-6
Senior students teach for one semester under the supervision of cooperating teachers and teacher education faculty. Placements are in special education settings. Faculty observe and confer with student teachers individually. In addition, students and faculty meet regularly in a coordinating seminar to review field experiences, to synthesize current practice with prior learning and to prepare for employment and further professional study. Prospective student teachers plan for field placements during the registration period prior to student teaching. Field experience—four mornings (3 credits).
EDUC 451 STUDENT TEACHING IN SPECIAL EDUCATION—7-12
Senior students teach for one semester under the supervision of cooperating teachers and teacher education faculty. Placements are in special education settings. Faculty observe and confer with student teachers individually. In addition, students and faculty meet regularly in a coordinating seminar to review field experiences, to synthesize current practice with prior learning and to prepare for employment and further professional study. Prospective student teachers plan for field placements during the registration period prior to student teaching. Field experience—four mornings (3 credits).
EDUC 461-463 INDEPENDENT STUDY IN EDUCATION
A program of study designed for students with research interests that are not part of the usual curriculum. Topics and a plan of study are carefully developed by the student in consultation with the supervising professor in the department. Approval of the department chairperson is required (1-3 credits).
EDUC 470 SPECIAL TOPICS IN EDUCATION
Students work with a faculty advisor on the intensive study of selected issues, curriculum and instructional strategies in education. Projects, logs and fieldwork may be required (3 credits).
EDUC 471 TOPICS IN SPECIAL EDUCATION
Students enrolled in the dual certification programs in special and regular education (Grades 1-6) receive in-depth exposure to and practice with research validated instructional practices appropriate for children and with special needs and those at risk for educational failure (1 credit).
The following graduate-level courses are completed as part of the dual adolescent program.
EDUC 728 TEACHING ACROSS THE CONTENT AREAS: PEDAGOGY IN ENGLISH LANGUAGE ARTS AND SOCIAL STUDIES
This course introduces teacher education candidates to the strategies and techniques of how to effectively teach subject content in ELA and social studies to diverse student populations. The goal of the course is to equip teacher education candidates with the skills and knowledge to help adolescents with disabilities achieve their intellectual and vocational “potential” (3 credits).
EDUC 729 TEACHING ACROSS THE CONTENT AREAS: PEDAGOGY IN MATHEMATICS AND SCIENCE
This course introduces teacher education candidates to the strategies and techniques of how to effectively teach subject content in math and science to diverse student populations. The goal of the course is to equip teacher education candidates with the skills and knowledge to help. Adolescents with disabilities achieve their intellectual and vocational “potential” (3 credits).
(WE)* Writing Emphasis