EDUC 470-EDUC 474 *NOTE: Student teaching is considered a full-time experience. The minimum length of time any student will spend student teaching is 12 weeks. Students should register for 1 credit hour for each week of student teaching, thus, the minimum number of credit hours any student will register for student teaching is 12 credit hours. Students, however, may complete more than 12 weeks of student teaching and register for more than 12 credit hours if they are pursuing teaching endorsements or double majors. While most students will be able to complete their student teaching within the parameters of the regular semester, students pursuing double majors or those with multiple endorsements, will find that their student teaching will carry over into or start in the Interim term. The Field Placement Coordinator will determine the number of credit hours each student should register for and will confirm this upon receipt of the student teacher roster to ensure that the credit hours registered for are in accordance with Departmental and University policy. Any deviations will be brought to the attention of the Registrar’s Office and will be corrected.
This introductory foundations course in education will examine the quest for equality of educational opportunity in today's society. Students explore the foregoing in relationship to the historical and philosophical roots of education in today's democratic society. This course, intended for pre-service teachers, will explore the knowledge, skills and dispositions that effective teachers have while providing a comprehensive, foundational background of the education field and teaching as a profession. Course includes a field experience of approximately 10 hours.
This practical course focuses on instructional technology applications in education. Emphasis is on integrating Microsoft Office/Google docs applications including Office, internet tools, and emerging and relevant technology (Smartboards, remote response systems, table, mobile devices, etc.) with appropriate pedagogy.
Included in this course is a major study of curricula used in kindergartens. Techniques of instruction will be demonstrated and practiced. Materials appropriate for kindergarten children will be emphasized.
This course examines learning theories and their application to the classroom. It includes the study of human development in the cognitive, emotional, social, and moral domains, the transfer of learning, motivation theories, and individual differences. This course will provide an overview of assessment topics including purposes/types of assessments, the design/implementation of assessments, and the interpretation/analysis of assessment results. Classroom management topics related to classroom climate, establishing expectations, positive relationships, and intervention strategies will be explored.
This course is centered on best practice teaching methods and is required of all majors seeking teacher certification. The basic content of the course includes instruction in National Board for Professional Teaching Standards, lesson planning and delivery, multiple assessment strategies and creating exemplary classroom environments. Course includes a field experience of approximately 35 hours.
Sophomore Standing
At the heart of best practice literacy instruction is a comprehensive understanding of literature for children. This course is an in-depth survey of children's literature grounded in transactional, sociocultural, and reader response theories of reading. Students will read and respond to fiction and nonfiction texts and consider their uses for instruction in K-8 classrooms. Topics include critiques of literary quality and cultural depictions, teaching with graphic novels, technology and literature, the role of nonfiction in classrooms, award-winning books, and the development of ways to use culturally diverse literature.
This internship program provides an opportunity for students to participate in a learning experience away from the traditional classroom. The internship should be a new experience and is based on a definite education goal. Students will be placed with local organizations, and/or educational agencies so they may develop requisite skills for future employment. Students will be able to see how concepts and theories learned in the classroom are applied in practice. The student will be under the direct supervision of the cooperating organization, and progress will be monitored by an assigned departmental faculty or administrator. Additional fees may apply. (Repeatable)
Students on an F-1 visa are eligible to work off campus to provide additional experience so long as the employment relates directly to the student’s major area of study. The practical experience gained outside the traditional classroom supplements the theoretical and/or applied knowledge as a part of the student’s coursework. The registration process for this course must be completed every term (including summers), as students must have their work authorization reissued each term to ensure continued enrollment. Jobs must be approved and verified by the International Programs Office before work may begin.
National and state standards for science will provide the basis for this course which integrates science content knowledge, teaching methods and materials appropriate for teaching in today's K-8 classrooms. This course is designed to build preservice teachers' practical experience in teaching science at the elementary and middle school level. The course will allow for application of science content including life, physical, earth and space science to lessons and activities. Students will explore various teaching methods, learn to use scientific equipment common to classrooms, provide feedback to peers, and reflect on their own professional development as science teachers. The course integrates science content knowledge and teaching skills and integrates hands-on learning from a constructivist perspective. A practicum experience is required.
This course is designed to provide for the focused study of curriculum development and instructional strategies for teaching English Language Arts at the middle and high school levels, grades 5-12. Topics addressed include but are not limited to specialized content and pedagogical knowledge for English Language Arts, assessment, classroom management, differentiation, diversity, inclusive classrooms, instructional planning, materials selection, standards, technology integration, and unit planning. Course includes a field experience of approximately 8-10 hours.
Sophomore Standing
This course is designed to provide for the focused study of curriculum development and instructional strategies for teaching foreign languages. Topics addressed include but are not limited to specialized content and pedagogical knowledge for foreign languages, assessment, classroom management, differentiation, diversity, inclusive classrooms, instructional planning, materials selection, standards, technology integration, and unit planning. Course includes a field experience of approximately 8-10 hours.
Sophomore Standing
This course is designed to provide for the focused study of curriculum development and instructional strategies for teaching mathematics at the middle and high school levels, grades 5-12. Topics addressed include but are not limited to specialized content and pedagogical knowledge for mathematics, assessment, classroom management, differentiation, diversity, inclusive classrooms, instructional planning, materials selection, standards, technology integration, and unit planning. Course includes a field experience of approximately 8-10 hours.
Sophomore Standing
This course is designed to provide for the focused study of curriculum development and instructional strategies for teaching physical education at middle and high school levels, grades 5-12. Topics addressed include but are not limited to specialized content and pedagogical knowledge for physical education and health, assessment, classroom management, differentiation, diversity, inclusive classrooms, instructional planning, materials selection, standards, technology integration, and unit planning. Course includes a field experience of approximately 8-10 hours.
Sophomore Standing
This course is designed to provide for the focused study of curriculum development and instructional strategies for teaching science at the middle and high school levels, grades 5-12. Topics addressed include but are not limited to specialized content and pedagogical knowledge for science, assessment, classroom management, differentiation, diversity, inclusive classrooms, instructional planning, materials selection, standards, technology integration, and unit planning. Course includes a field experience of approximately 8-10 hours.
Sophomore Standing
This course is designed to provide for the focused study of curriculum development and instructional strategies for teaching science at the middle and high school levels, grades 5-12. Topics addressed include but are not limited to specialized content and pedagogical knowledge for science, assessment, classroom management, differentiation, diversity, inclusive classrooms, instructional planning, materials selection, standards, technology integration, and unit planning. Course includes a field experience of approximately 8-10 hours.
Sophomore Standing
This course is designed to provide for the focused study of curriculum development and instructional strategies for teaching art at middle and high school levels, grades 5-12. Topics addressed include but are not limited to specialized content and pedagogical knowledge for art, assessment, classroom management, differentiation, diversity, inclusive classrooms, instructional planning, materials selection, standards, technology integration, and unit planning. Course includes a field experience of approximately 8-10 hours.
Sophomore Standing
This course is based on the premise that math is essential for preparing children to participate in our 21st century economy, children can and will enjoy mathematics, that children learn best by actively exploring and investigating math, and that problem-solving, reasoning, and communication are important goals of mathematics teaching and learning. Course includes a field experience of approximately 10 hours.
This course integrates writing theory and practice for teachers. Topics include writing development, research on writing, curriculum development, local, state and national standards for writing, models for responding to and evaluating student writing, and classroom methods for teaching the writing process in K-8 classrooms. Course includes a field experience of approximately 15-20 hours.
EDUC 290; Admitted to Teacher Education Program
This course integrates reading theory and practice for teachers. Topics include reading development, research on reading, curriculum development, local, state, and national standards for reading, formative and summative reading assessments, and classroom methods for teaching reading in K-8 classrooms. Course includes a field experience of approximately 15-20 hours.
EDUC 290; Admitted to Teacher Education Program
This course addresses the philosophy and pedagogy of middle school instruction and student learning in the 21st century. Students will compare and contrast the middle school model with junior high schools, analyze the developmental characteristics of young adolescents and the learning environments in which adolescents learn best, and develop appropriate curriculum, instruction, and assessments for young adolescent learners. Course includes a field experience of approximately 15 hours.
Admitted to Teacher Education Program
This course is designed to acquaint students with the basic theories and methods of content area literacy instruction and emphasizes the practical application of theory and methods to the content areas at the middle and secondary level. Topics to be covered include comprehension development, study skills, metacognitive awareness, schema activation, instructional frameworks, purposeful reading/learning, critical thinking, vocabulary, word recognition, writing, questioning, and discussion skills as well as current trends and issues such as differentiation, materials selection, and classroom management.
Admitted to Teacher Education Program
Adolescence is a crucial transition period from childhood to adulthood. This course will examine adolescent development and issues within the context of the physical, cognitive, affective, and social domains. Focus will be on the adolescent's self development with particular reference to relationships in the family, school, peer groups, and community.
Sophomore Standing
National and state standards for science will provide the basis for this course which integrates social studies content knowledge, teaching methods and materials appropriate for teaching in today's K-8 classrooms. This course is designed to build preservice teachers' knowledge, skills and attitudes to become effective and competent teachers of social studies including geography, history, civics/government, and economics. Students will explore the philosophy, objectives, instructional strategies and materials used in teaching social studies in the elementary and middle school and will allow for the application of social studies content to lessons and activities.
Admitted to Teacher Education Program
This class will provide pre-service teachers an understanding of "...multicultural education as embedded in a sociopolitical context and as antiracist and basic education for all students that permeates all areas of schooling, and that is characterized by a commitment to social justice and critical approaches to learning" (Neito, 2000). This course investigates the values, culture and characteristics associated with persons of diversity. Dehumanizing biases including, but not limited to, sexism, racism, ageism, and religious bigotry will be discussed. Systems of attitude, behavior and oppression will be examined with particular reference to education in a pluralistic society. The course will develop multicultural competence in educators along with skills in interpersonal relations and group facilitation. Course includes a field experience of approximately 8 hours.
Sophomore Standing
This course will provide a foundational background and knowledge base to the historical, legal, and theoretical frameworks of education for English Language Learners (ELLs). The course will focus on acculturation issues for ELLs and the basics on how language works. This course will also help prepare you to be knowledgeable about culture, content and learning and be disposed to meet the needs of diverse learners in your classroom. Course includes a field experience of approximately 10 hours.
This course is focused on exploring ideas for promoting literacy (reading, writing, speaking, listening, & viewing) development in K-12 ELLs. Topics such as language acquisition theory, classroom organization, teaching strategies and assessment procedures will be explored and considered as they apply to K-12 ELLs. This course will prepare you to be knowledgeable about culture, content, and learning and to be disposed to select/adapt curriculum and pedagogy to meet the needs of diverse learners.
This course will provide students with the strategies and techniques to effectively design and implement classroom assessments, and interpret standardized test results in the classroom environment. Students will learn to employ a variety of assessment techniques and interpret the results of various assessments designed for learners from different backgrounds.
Admitted to Teacher Education Program
This course will explore ways to teach and integrate the skills of reading, writing, listening and speaking in K-12 content-area classrooms for English Language Learners (ELLs). Students will consider a variety of best practice pedagogical and instructional approaches, strategies and assessment techniques. Course will include specific attention to the Sheltered Instruction Observation Protocol or SIOP. Class discussion will also focus on how to create and sustain a positive learning environment for ELLs. Course includes a field experience of approximately 8 hours.
Individualized Study in Education.
Instructor Approval.
This course provides teacher candidates with the opportunity to explore effective classroom management approaches. Topics for consideration include creating a safe, civil, orderly, and equitable classroom environment; establishing and communicating expectations; establishing, maintaining, and nurturing positive teacher-student relationships; and effectively using both proactive and reactive interventions to manage the classroom. Teacher candidates will write a formal paper articulating a pedagogical stance as it relates to classroom management.
Students will take this course during the semester of student teaching.
Provides the opportunity for the student in art, modern world languages (French, German or Spanish), music and physical education to engage in observation and actual teaching in a K-12 setting under the direction and supervision of qualified classroom teachers. Grading System: S-U only
Completion of all Major coursework
Provides the opportunity for the student teacher to engage in observation and actual classroom teaching under the direction and supervision of qualified teachers. Grading System: S-U only.
Completion of all Major coursework
Provides the opportunity for the student teacher to engage in observation and actual classroom teaching under the direction and supervision of qualified classroom teachers. Grading System: S-U only.
Completion of all Major coursework
Provides the opportunity for the student teacher to engage in observation and actual classroom teaching under the direction and supervision of qualified classroom teachers.Grading System: S-U only.
Completion of all Major coursework
Provides the opportunity for the student teacher to engage in observation and actual classroom teaching under the direction and supervision of qualified classroom teachers. Grading System: S-U only.
Completion of all Major coursework