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. The school is seen as a social system which transmits culture, encounters external forces, and fosters social change. Students explore the foregoing in relationship to the historical and philosophical roots of education in today's democratic society. This course will explore the knowledge, attitudes, and behaviors of effective teachers while providing a comprehensive, foundational background of the education field and teaching as a profession. It will provide a knowledge base and will begin the process of professional development for preservice teachers.
This practical course focuses on instructional technology applications in education. Emphasis is on integrating Microsoft Office/Google applications, internet tools, and emerging and relevant technology with appropriate pedagogy. This course will emphasize the interplay of three primary forms of knowledge: content, pedagogy, and technology. Technology-enhanced projects demonstrating learning activities that encourage all students to communicate, collaborate, create, and think critically will serve as the primary force for the course. The International Society for Technology in Education (ISTE) Standards will be underscored throughout the course.
Sophomore Standing
Included in this course is a focused study of curricula used in kindergarten. Techniques in instruction, lesson design, and assessment will be demonstrated and practiced. Materials and technology integration appropriate for kindergarten children will be emphasized. Course includes a field experience of approximately 30 hours.
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 designed to provide teacher candidates with an overview of and rationale for implementing a curriculum that integrates embodied learning, or learning that involves the entire body, mind, and spirit. This includes integrating movement and physical activity, the visual and performing arts, and mindfulness into the K-8 classroom. Teacher candidates will consider how to integrate the aforementioned areas into core content lessons, socioemotional and character development, relationship building, cultural and self-awareness, classroom culture, and discipline, all with the intention of enhancing learning, promoting student engagement, and increasing overall wellness. Course includes a field experience of approximately 3 hours.
This pedagogy course in best practice teaching methods delves into the complexity and multidimensionality of today’s classrooms. Through the lens of the Circle of Courage, students will investigate how to organize, implement, and evaluate lesson planning; explore how to create classroom environments that meet the needs of students in all three learning domains: cognitive, affective, and psychomotor; examine beliefs and practices concerning classroom management strategies and approaches to discipline; and inspect various classroom procedures and norms that cultivate a positive learning environment. Ultimately, students will continue to develop their educational stance. Course includes a field experience of approximately 30 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. The course integrates science content knowledge and teaching skills and integrates hands-on learning from a constructivist perspective. A practicum experience of approximately 10 hours 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 K-12 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 and instruction for teaching K-12 physical education. Topics addressed include but are not limited to specialized content and pedagogical knowledge for physical education, assessment, classroom management, differentiation, diversity, inclusive classrooms, instructional planning, materials selection, standards, technology integration, and lesson/unit planning. Students will learn and experience games, movement, and fitness activities. 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 social studies at the middle and high school levels, grades 5-12. Topics addressed include but are not limited to specialized content and pedagogical knowledge for social studies, 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 and instruction for teaching K-12 art. 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 lesson/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 and instruction for teaching K-12 health. Topics addressed include but are not limited to specialized content and pedagogical knowledge for health education, assessment, classroom management, differentiation, diversity, inclusive classrooms, instructional planning, materials selection, standards, technology integration, and lesson/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 5 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 5 hours.
EDUC 290; 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, metacognitive awareness, schema activation, instructional frameworks, purposeful learning, critical thinking, vocabulary, writing-to-learn, and collaborative learning.
Admitted to Teacher Education Program
Adolescence is a crucial transition period from childhood to adulthood. This course examines adolescent development and issues within the context of the physical, cognitive, affective, social and moral reasoning domains. Focus is on the adolescents’ self-development with particular reference to relationships in the family, school, peer group, and community. Also, the role of the adolescent in contemporary society is surveyed in reference to historical and cross-cultural perspectives.
Sophomore Standing
National and state standards for social studies 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 course provides opportunities for students to examine and develop their own identities, beliefs, values, and teaching philosophies through the exploration of multicultural education and social justice teaching. Preservice teachers will be better equipped to see students clearly, build relationships, and teach them well. Grounded in the philosophy of the Circle of Courage and Ubuntu, a South African term meaning “I am because we are,” students will realize their place in the classroom and the world. This course explores the major themes of diversity, equity, inclusion, culture, bias, and social justice. Course includes a field experience of approximately 8 hours.
Sophomore Standing
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
Individualized Study in Education.
Instructor Approval.
This course provides teacher candidates with the opportunity to explore effective classroom management approaches, teacher ethics, and teacher decision making. 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; effectively using both proactive and reactive interventions to manage the classroom; teacher ethics; and teacher decision making. Teacher candidates will also complete the Student Teaching Assessment Project during enrollment in EDUC 401 within the context of their student teaching placement(s).
Students will take this course during the semester of student teaching.
Provides the opportunity for the student teacher to engage in classroom teaching under the direction and supervision of a qualified classroom teacher. Grading System: S-U only.
Completion of all Major coursework
Provides the opportunity for the student teacher to engage in classroom teaching under the direction and supervision of a qualified classroom teacher. Grading System: S-U only.
Completion of all Major coursework
Provides the opportunity for the student teacher to engage in classroom teaching under the direction and supervision of a qualified classroom teacher. Grading System: S-U only.
Completion of all Major coursework
Provides the opportunity for the student teacher to engage in classroom teaching under the direction and supervision of a qualified classroom teacher. Grading System: S-U only.
Completion of all Major coursework
Provides the opportunity for the student teacher to engage in classroom teaching under the direction and supervision of a qualified classroom teacher. Grading System: S-U only.
Completion of all Major coursework