EDUC ● Education
201 Introduction to Education (3)
Extensive treatment of the social, political, economic, and philosophical influences that have shaped American education will be covered in this course.
350 Literacy Technology and Instruction (3)
(PR: Acceptance into Teacher Education Program) This course is designed to assist teacher candidates with the necessary skills to develop instructional practices that will allow them to incorporate technologies successfully into their classrooms. Projects might include web pages, web quests, computer based grade books, newsletters, book making, etc.
371 Meeting the Needs of All Learners: Exceptional and Diverse (3)
An examination of current research and practices related to diverse student populations to include race, ethnicity, language, gender, exceptionalities, socio-economic status and cultural differences. Emphasis is placed on factors that influence learning, instructional strategies, assessment and interventions.
440 Capstone Seminar in Education (3)
(PR: Acceptance into the Teacher Education Program or consent of department chair) This course uses a seminar format in which students engage in discussion, conduct original research, and present their findings in both oral and written reports. The capstone stresses students’ skills in analysis and research.
EDEC ● Early Childhood Education
303 Early Childhood Education Curriculum (3)
(PR: Acceptance into Teacher Education Program) This course will provide an overview of types of programs for young children with emphasis on the history of early childhood education, current trends, and issues. Other areas of focus will include analysis of classroom design, selection of appropriate materials for young children, instructional planning, guidance, developmentally appropriate assessment and referral sources, modifications for children with disabilities, and parent/home relationships and communication.
304 Methods and Materials of Early Childhood Education (3)
(PR: Acceptance into Teacher Education Program) This course provides early childhood majors an opportunity to design developmentally appropriate instructional learning activities for young children (infancy – age 8). The course will focus on understanding and using developmentally appropriate materials and practices in all content areas. Students will plan units of study that integrate curriculum areas such as literacy, math, science, social studies, health/safety, the arts, and movement. Classroom management strategies, safety considerations, diverse learners’ needs, family and community connections, and the use of technology will also be addressed.
310 Literature for Children (3)
(PR: EDUC 201) This course will provide a survey of literature for children, acquaintance with outstanding authors and illustrators in the field and genres of literature, experiences in evaluating and selecting appropriate literature for children, and techniques for presenting literature to children and integrating it across the curriculum.
311 Emergent and Early Literacy (3)
(PR: Acceptance into Teacher Education Program) This course will provide undergraduate students content knowledge and experiences in developing a literacy program for young children. The content will focus on language development; cultural and linguistic diversity; appropriate strategies for fostering emergent literacy; appropriate formal leaning experiences in reading, writing, speaking, and listening; and varied assessment strategies. Students will study various methods of primary grade instruction, including but not limited to phonics; language experience; literature based, shared book experience; and the writing process. Students will also have opportunities to engage young children in literacy activities through field-based experiences. A minimum grade of “C” is required.
391, 392, 393 Practicum (1, 1, 1)
(PR: Acceptance into Teacher Education Program; minimum grade of “C” in each practicum course ● XL: EDUC 391, 392 and 393) These three practicum experiences comprise over 100 hours of the Teacher Education Program fieldwork and are conducted in school settings. Seminars include EEDA; culturally responsive teaching; service learning; health, safety, and legal issues; assessment; etc.
394 Practicum in Classroom Management and Organization (1)
(PR: EDEC/EDUC 392 ● XL: EDEL, EDMS and EDSD 39; minimum grade of “C” in each practicum course) This practicum in classroom management and organization provides for direct involvement in the school and classroom setting during the week of preplanning and the first week of school. Students study the school context; learn effective procedures necessary for the establishing, managing, and organizing of a classroom; and participate in opening school experiences.
398 Honors Research (3-6)
(PR: Acceptance into Teacher Education Program) See Catalog.
408 Observation/Assessment; 409 Planning; 410 Teaching: Directed Teaching in Early Childhood Education (3, 3, 6)
(PR: Acceptance into Teacher Education Program; SR status and successful completion of all requirements for clinical practice) Provides for directed and closely supervised performance of student teachers in the full range of duties of classroom teachers. Regular seminars and personal conferences are an integral component of the course. A minimum grade of “C” is required for the College’s recommendation for certification.
442 Directed Studies (1-6)
(PR: JR or SR status; departmental majors and students in teacher certification programs; minimum GPA 2.5) Designed to allow the student to pursue a topic of special interest. See Catalog.
444 Internships (1-6)
(PR: minimum GPA 2.5) See Catalog.
446 Readings (1-6)
448 Research (1-6)
(PR: departmental majors and students in teacher certification programs; minimum GPA 2.5) See Catalog.
450 Seminar (3)
452 Special Projects (1-6)
458 Special Topics (1-6)
CO = Co-requisite ● POI = Permission of Instructor ● PR = Prerequisite ● RE = Recommended ● XL = Cross-listed