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.

Every Fall and Spring, and most Interims

Previously: EDUC 219

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.

Prerequisites

EDUC 1100

Every Fall and Spring

Previously: EDUC 245

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.

Every Fall and Spring

Previously: EDUC 275

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.

Every Fall, Interim, and Spring

Previously: EDUC 345

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.

Every Fall and Spring

Previously: EDUC 260

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.  

Every Fall

Previously: EDUC 290

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.

Every Fall, Interim, Spring, and Summer

Previously: EDUC 295

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.

Previously: EDUC 296