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Education |
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EDUC 459 - Home, Community, and Classroom Partnerships in High Poverty Areas (3 credits)
(Prereq: EDUC 455 and Teacher Education Majors) The study of the nature and results of family, school, and community partnerships as it relates to poverty and how it impacts students’ growth, development, and academic attainment. An examination of approaches for organizing and sustaining school-based programs for families and community engagement; developing and implementing goal-oriented family, school, and community partnership programs in the classroom setting; and strategies for ensuring all P-12 students, regardless of circumstances, are college and career ready. F, S, Su.
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Education - Early Childhood |
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EDEC 270 - Health, Safety, and Motor Development for Young Children (3 credits)
This course is designed to provide a foundation for current and accurate information on health, safety and motor development for young children. As early childhood pre-professionals, students will learn to advocate for young children’s health and safety needs and provide appropriate health, safety, and motor development experiences for young children. F, S, Su.
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EDEC 300 - Assessment, Evaluation, and Reporting Progress (3 credits)
(Prereq: Admission to the Professional Program in Teacher Education) This course is designed to prepare early childhood candidates to use appropriate assessments to evaluate students’ progress and guide instructional planning, and interpret and report assessment results to families. A variety of assessment techniques will be emphasized. F, S.
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EDEC 314 - Language and Emergent Literacy (3 credits)
(Prereq: EDEC 332 , EDEC 339 , and EDEC 340 ) This course will prepare candidates to understand language and literacy acquisition, the interrelationship of literacy and language, and instructional strategies and resources necessary for teaching beginning readers and writers, with main focus on children from birth through grade three. Practicum experiences required. F, S.
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EDEC 325 - Guiding Young Children’s Behavior and Classroom Management (3 credits)
(Prereq: Admission to the Professional Program in Teacher Education) Study of appropriate, effective principles and techniques for guiding behavior and managing early childhood classrooms. F, S.
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EDEC 332 - Child Development: The Young Child (3 credits)
(Prereq: Admission to the Professional Program in Teacher Education) The study of intellectual, physical, social and emotional development for the total human life span with a special emphasis on prenatal through grade three, within an ecological context. Critical thinking, creative expression and diagnosis/assessment are emphasized. F, S.
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EDEC 339 - Early Childhood Programs and Curriculum (3 credits)
(Prereq: Admission to the Professional Program in Teacher Education) This course is designed to develop an understanding of early childhood programs and curriculum, philosophical orientations that guide program and curriculum development in early childhood education - Pre-kindergarten through grade 3 - and developmentally appropriate practice. F, S.
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EDEC 340 - Early Childhood: Field Experience II (3 credits)
(Prereq: Admission to the Professional Program in Teacher Education) Field placement in a pre-kindergarten classroom where teacher candidates have opportunities to apply knowledge and skills in authentic situations. Emphasis on developing an understanding of children’s development and implications of development for program planning for both typical and atypical children. F, S.
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EDEC 376 - Integrated Math/Science/Social Studies I (3 credits)
(Prereq: EDEC 340 and MATH 202 ) This course will include theoretical and practical aspects of cognitive and social development for pre-kindergarten and kindergarten children emphasizing an integrated approach to planning and implementing developmentally appropriate teaching-learning experiences, and determining appropriate curriculum content in science, mathematics, and social studies. F, S.
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EDEC 377 - Strategies for Teaching and Learning with Literature (3 credits)
(Prereq: EDEC 340 ) This methods course focuses on developing appropriate instructional strategies for utilizing literature to integrate the curriculum. F, S.
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EDEC 379 - Early Childhood: Field Experience III (3 credits)
(Prereq: EDEC 340 ) Field placement in a preschool through third grade classroom where teacher candidates have opportunities to apply knowledge and skills in authentic situations. Emphasis on developing an increased understanding of children’s development and implications of development for program planning for both typical and atypical children. F, S.
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EDEC 420 Q* - Integrated Math/Science/Social Studies II (3 credits)
(Prereq: EDEC 379 ) This course will include theoretical and practical aspects of cognitive development for children in grades 1 through 3 emphasizing an integrated approach to planning and implementing developmentally appropriate teaching-learning experiences, and determining appropriate curriculum content in science, mathematics, and social studies. F, S.
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EDEC 421 - Child, Family, Community, Teacher Relations (3 credits)
(Prereq: EDEC 379 ) This course will prepare teacher candidates to work effectively in building relations with children, families, and communities through family and community involvement, conferencing, formal and informal communications, and knowledge of families and community served. F, S.
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EDEC 423 Q* - Early Childhood: Field Experience IV (3 credits)
(Prereq: EDEC 300 , EDEC 376 , EDEC 377 , and EDEC 379 ) Field placement in a primary grade (1-3) classroom where teacher candidates have opportunities to apply knowledge and skills in authentic situations. Emphasis on developing deeper understanding of children’s development and implications of development for program planning for both typical and atypical children. F, S.
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EDEC 466 Q - Internship in Elementary School (Early Childhood) (9 credits)
(Early Childhood) The internship experience is comprised of supervised teaching experiences in a pre-kindergarten, kindergarten, first, second or third grade classroom. F, S.
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EDEC 496 - Internship Seminar (3 credits)
(Coreq: EDEC 466 ) Course provides Teacher Candidates with focused content related to the successful completion of the internship process and requirements. F, S.
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Education - Elementary |
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EDEL 329 - Art for Elementary Schools (3 credits)
Methods of teaching art to elementary school children. Major emphasis will be given to relevant studio experiences. F, S.
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EDEL 341 - Elementary School Curriculum and Organization (3 credits)
(Prereq: Admission to the Professional Program in Teacher Education) (Coreq: EDLL 314 ) A study of elementary education in America, (2-6). This course addresses the history and organization of elementary schools and their curriculum. Other topics include classroom management and organization, and assessment/evaluation of student learning. Practicum required. F, S.
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EDEL 343 - Instructional Theory and Practice-Elementary Education (3 credits)
(Prereq: Admission to the Professional Program in Teacher Education and completion of EDEL 472 ) Application of general teaching models as they apply to subject matter in the elementary school. The student is expected to demonstrate a variety of instructional competencies during supervised teaching situations in simulated settings and in school classrooms. Practicum experiences in public schools are required. F, S.
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EDEL 385 - Teaching English Language Arts (3 credits)
(Prereq: Admission to the Professional Program in Elementary Education) (Coreq: EDEL 472 ) An interdisciplinary and integrated approach to the study of constructivist, research-based methods for teaching English Language Arts to elementary students. Particular attention is directed toward preparing candidates to analyze young students’ writing and to plan instruction that will foster students’ growth and improve their skills in writing. F, S.
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EDEL 467 Q - Internship in Elementary School (Elementary) (9 credits)
(Coreq: EDEL 496 ) The Elementary Education Internship remains the culminating field experience for Elementary Education candidates. The internship requires candidates to assume most or all of the responsibilities of an Elementary Teacher (grades 2-6) for at least 60 continuous days. F, S.
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EDEL 472 Q - Classroom Management for Diverse Settings (3 credits)
(Prereq: Admission to the Professional Program in Teacher Education) (Coreq: EDLL 414 ) (Prereq: Admission to the Professional Program in Teacher Education and EDEL 341 ) This course addresses the management and diversity issues in current elementary school classrooms. Topics will include types of management styles, analysis of classroom behavior, effect of diversity on classroom environment, and the application of effective management techniques. Candidates will focus on developing decision-making skills and professional judgments based on appropriate management philosophies. A field experience is included. Requires concurrent enrollment in EDLL 414 . F, S.
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EDEL 481 Q* - Teaching Elementary Mathematics (3 credits)
(Prereq: Admission to the Professional Program in Elementary Education; MATH 201 , MATH 202 ) EDEL 481 is the study of instructional mathematical strategies that promotes candidates’ development of critical thinking, problem solving, and performance skills in mathematics. This course will focus on the constructivist approach to teaching and learning mathematics and teaching strategies that encourage elementary students to think mathematically. Throughout the course, class work will be connected to the field experience. F, S.
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EDEL 486 - Teaching Social Studies (3 credits)
(Prereq: Admission to the Professional Program in Elementary Education) A constructivist approach to the study of research-based social studies teaching methods for the elementary grades. Particular attention is given to integrating the social studies with other content areas. F, S.
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EDEL 488 Q* - Teaching Elementary Science (3 credits)
(Prereq: Admission to the Professional Program in Elementary Education) (Coreq: EDEL 343 ) EDEL 488 focuses on developing instructional strategies for teaching science content as a means for achieving scientific literacy and understanding science inquiry. A broad range of science content will be explored in the context of the NSES strands Nature of Science, Science as Inquiry, Science and Technology, and Science in Personal and Social Perspectives. Candidates will be exposed to a variety of science teaching models with an emphasis on constructivism and integrated instruction in a community context. Throughout the course, class work will be connected to the field experience. F, S.
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EDEL 496 - Internship Seminar (3 credits)
(Coreq: EDEL 467 ) The Elementary Education Seminar provides candidates with the content and support required for successful completion of the Elementary Internship and induction into the profession. F, S.
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Education - Instructional Technology |
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EDIT 106 - Cyberspace, Technology, and Learning (3 credits)
This course’s specific aims are: (1) to expand students’ knowledge of the impact of technology on human learning and behaviors; (2) to explore how technology both affects and expresses humans’ values; (3) to develop higher-level intellectual capabilities for responding critically to the use and development of technology; (4) to articulate an informed personal judgment to works in modern society and learning environments. The ultimate goal of this course is to prepare students to be informed and intellectual consumers of technology in the digital age. F, S.
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EDIT 124 - Instructional Video Production for Informal Learning (3 credits)
Social media sites are often used as non-academic informal learning environments where knowledgeable participants produce and share videos that teach Do-It-Yourself audiences how to perform practical tasks, such as change a tire, repair an appliance, cook a meal, perform a dance, conduct an exercise, apply makeup, and similar. This course explores how modern theories of visual design and multimedia cognition can be applied to adapted professional workflows for instructional video production using limited resources. The course scaffolds students to think critically in order to solve a variety of production challenges relevant to instructional design, script writing, set planning, talent management, camera operation, shot composition, audio capture, lighting design, timeline editing, and online publishing. F, S, Su.
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Education - Language and Literacy |
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EDLL 200 - Literacy in the Digital Age: Tweets, Texts, and Avatars (3 credits)
What it means to be literate is constantly changing. The very texts we read have changed from being static, paper-based documents to being dynamic, digital media. This course gives students the opportunity to make meaning of the different ways people engage these texts. Offered as a hybrid, students will spend time in the community exploring people’s different interactions with text and then meet as a group on campus to share their experiences and findings. F, S.
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EDLL 300 - Teaching English Language Learners (3 credits)
(Restricted to pre-service teachers in the professional program) This course prepares candidates to teach and assess English Language Learners (ELLs) using differentiated strategies and sheltered instruction that address ELLs’ language proficiency levels and instructional needs. The candidates plan and teach Sheltered Instruction Observation Protocol (SIOP) lessons. S.
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EDLL 314 - Foundations in Reading and Emergent Literacy Development (3 credits)
(Prereq: Admission into the Spadoni College of Education Professional Program) Study of the theoretical and evidenced-based foundations of literacy development and instruction from birth through grade three. Emphasis is placed on understanding the acquisition and interrelationship of literacy and language and instructional practices and environments that support expressive and receptive language development. F, S.
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EDLL 377 - Instructional Practices for Literacy in Early Childhood Classrooms (3 credits)
(Prereq: EDLL 314 ) This methods course focuses on planning for and managing a developmentally appropriate early childhood literacy classroom. Emphasis will be placed on balanced literacy methods and research-based, learner-centered instructional strategies for integrating all language arts curriculum areas. F, S.
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EDLL 414 - Instructional Practices for Intermediate Literacy Development (3 credits)
(Prereq: EDLL 314 ) This course emphasizes instructional approaches, strategies, and curricula for supporting reading and writing development in grades two - six. Emphasis is placed on developing the processes of reading and writing, enhancing critical literacy awareness, and differentiating instruction in the Literacy classroom to address the diverse needs of students. Practicum required. F, S.
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EDLL 417 - Content Area Reading and Writing for Middle and High School Teachers (3 credits)
(Prereq: A grade of ‘C’ or better in ENGL 101 and ENGL 102 , a grade of ‘C’ or better in one other ENGL course and Junior standing) This course explores strategies for teaching reading and writing within the framework of content-area classes in grades 5-12. An emphasis is placed on foundational knowledge of the reading and writing processes and the basic tenets of integrating technology and literacy across disciplines in ways that value and support diverse learners. S, Su.
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EDLL 422 - Assessment of Early Literacy Development (3 credits)
(Prereq: EDLL 314 ) This course surveys a variety of assessment tools that can be used for evaluating early reading and writing development. Emphasis is in administering, interpreting, reporting, and using assessment as a guide for literacy instruction planning. Practicum with early childhood students is required. F, S.
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EDLL 456 - Cultural and Linguistic Diversity for ESOL Educators (3 credits)
(=EDLL 656) (Prereq: Admission to the professional program) This course is designed to improve the educator’s understanding of students with diverse cultural and linguistic backgrounds. The course focuses on cultural and linguistic diversity and identity in the context of ESOL instruction with an emphasis on the following topics: culturally responsive learning environment, cultural bias, socio-economic diversity, and the home-school connection. This course involves 15 hours of practicum experiences. F.
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EDLL 471 - Assessment and Evaluation of Intermediate Literacy Development (3 credits)
(Prereq: EDLL 314 ) Examines a variety of assessment and evaluation strategies that are appropriate for the classroom teacher to utilize. Although both formal and informal procedures are introduced, the main focus is on authentic, naturalistic, classroom-based strategies for assessing and evaluating children’s literacy behaviors. Practicum with elementary students is required. F, S.
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EDLL 484 - Content Area Reading and Writing: Integrating Children’s Literature across the Curriculum (3 credits)
(Prereq: Admission to the Professional Program in Teacher Education) This methods course focuses on the study of contemporary literature for children, birth through grade six, with an emphasis on selecting and integrating a wide variety of genres into the curriculum across all content areas. Instructional strategies for enhancing reading comprehension of narrative and expository text will be emphasized. F, S.
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Education - Middle Level |
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EDML 317 - Foundations in Literacy across the Life Span (3 credits)
Students will demonstrate their abilities to comprehend, analyze, and critically evaluate the current theories and trends in literacy and demonstrate their abilities to clearly and effectively articulate their understanding of the impacts of literacy on society and in the workplace. S.
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EDML 417 - Literacy Across Content Areas in the Middle Level (3 credits)
(Prereq: EDUC 334 ) (Coreq: EDML 441 ) A study of the reading and writing processes and readiness to read and write as related to the teaching of academic content areas found in public middle schools. Alternative methods of instruction and evaluation of concepts and skill development are presented. A clinical field experience at a middle school site is required and included in this course. F.
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EDML 425 - Middle Level Classroom Organization and Management (3 credits)
(Prereq: Admission to the Professional Program in Teacher Education, EDML 417 , and EDML 441 ) (Coreq: EDML 445 ) Study of effective principles and techniques of management in middle level classrooms today. Attention is given to strategies and theories of management of students as well as classroom organization to facilitate developmentally appropriate practices in the areas of motivation and management of middle level students. A clinical field experience at a middle school site is required and included in this course. S.
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EDML 441 - Middle Level Curriculum and Organization (3 credits)
(Prereq: EDUC 334 ) (Coreq: EDML 417 ) Study of the middle level program including the grouping, scheduling, grading, and placement of students; school organization, curriculum and teaching techniques are included. A clinical field experience at a middle school site is required and included in this course. F.
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EDML 445 - Middle Level Instructional Theory and Practice (3 credits)
(Prereq: EDML 417 and EDML 441 ) (Coreq: EDML 425 ) Application of general teaching models as they apply to subject matter in the middle school. The student will be expected to demonstrate a variety of instructional competencies during supervised teaching situations in stimulated situations as well as in school classrooms. A significant portion of the course will address proactive and reactive classroom management strategies. A clinical field experience at a middle school site is required and included in this course. S.
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EDML 458 - Internship Seminar (3 credits)
(Coreq: EDML 468 ) This is a seminar for Middle Level candidates as they participate in their Internship experience. This seminar is designed to offer support, allow all candidates to come together and discuss practical issues, as well as prepare them for the job search. F, S.
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EDML 468 Q - Internship in Middle Level Teaching (9 credits)
(Coreq: EDML 458 ) Supervised teaching experience in the middle grades classroom. Interns will be assigned to field placements for a period of no fewer than 60 instructional days. F, S.
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EDML 489 - Methods for Teaching English/Language Arts at the Middle Level (3 credits)
(Prereq: EDML 425 and EDML 445 ) (Coreq: Choose one from EDML 490 , EDML 491 , or EDML 492 ) The development of knowledge, skills, and attitudes necessary for instruction in English/Language Arts in the middle grades and for the integration of the areas of the curricular concentration. Standards-based instructional planning, integration of concepts, developmentally appropriate instructional strategies, appropriate assessment techniques, and implementation of planned instructional units will be addressed. A clinical field experience at a middle school site is required and included in this course. F.
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EDML 490 Q - Methods for Teaching Social Studies at the Middle Level (3 credits)
(Prereq: EDML 425 and EDML 445 ) (Coreq: Choose one from EDML 489 , EDML 491 , or EDML 492 ) Study of methods, techniques, and materials appropriate to the teaching of social studies at the middle school level. Standards-based instructional planning and strategies for effective teaching in the social studies will be analyzed and evaluated using current research. Emphasis will be placed on but not limited to such topics as the cultural approach to the study of history, reciprocal reinforcement among the disciplines, values classification, controversial issues, citizenship education, and the roles of the social studies as a mirror of society or as a change agent for society. A clinical field experience at a middle school site is required and included in this course. F.
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EDML 491 - Methods for Teaching Science at the Middle Level (3 credits)
(Prereq: EDML 425 and EDML 445 ) (Coreq: Choose one from EDML 489 , EDML 490 , or EDML 492 ) Study of methods, techniques, and materials of instruction appropriate to science teaching at the middle level. Students will be expected to plan and implement specific lessons utilizing various resources and techniques. Standards-based instructional planning, integration of concepts, developmentally appropriate instructional strategies, appropriate assessment techniques, and implementation of planned instructional units will be addressed. A clinical field experience at a middle school site is required and included in this course. F.
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EDML 492 - Methods for Teaching Mathematics at the Middle Level (3 credits)
(Prereq: EDML 425 and EDML 445 ) (Coreq: Choose one from EDML 489 , EDML 490 , or EDML 491 ) Study of methods, techniques, and materials of instruction appropriate to mathematics education at the middle school level. The student will be expected to plan and implement specific lessons utilizing various resources and techniques. Standards-based instructional planning, integration of concepts, developmentally appropriate instructional strategies, appropriate assessment techniques, and implementation of planned instructional units will be addressed. A clinical field experience at a middle school site is required and included in this course. F.
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Education - Physical Education |
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EDPE 131 - Orientation to Physical Education Teacher Education (1 credit)
(Prereq: Restricted to Physical Education Teacher Education majors; or permission of department chair) This course provides the student with an introduction to the PETE Program, the Professional Program in Teacher Education (PPTE), field experiences in teacher education, and current professional practice in the field. Special emphasis is placed on understanding the mission of the program. F, S.
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EDPE 226 - Developing Motor Behavior in Children (Pre-School Through Elementary Levels) (3 credits)
Foundations and practices in perceptual motor learning; behavioral factors in efficient motor performance, and the effects of growth and development are studied in depth. Materials and methods in the selection and teaching of appropriate activities designed for the primary and elementary level child. Opportunities provided for teaching experiences. F, S, May.
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EDPE 232 - History and Philosophy of Physical Education (3 credits)
(Prereq: EDPE 131 or permission of department chair) Students will be provided with insight into the historical and philosophical basis of physical education and sport. This course covers physical education and sport from the ancient world, through the medieval and early modern Europe, the development of American physical education and sport to today’s practices. Other topics addressed will be ethics, integrity, and problems in the profession, ancient and modern Olympics, international participation, current issues, technological advances, and future directions in the profession. F, S.
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EDPE 290 - Adapted Physical Activity (3 credits)
(Prereq: EDPE 131 or permission of department chair) Methods of working with students with special needs within regular physical education classes. Planning, organizing, and implementing adapted physical education learning experiences to meet the needs of special populations. The course has a lab experience. F, S.
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EDPE 303 - Teaching Lifetime Fitness (3 credits)
(Prereq: Admission to the Professional Program in Teacher Education) (Coreq: EDPE 410 ) Course provides the teacher candidate with current best practice in teaching personal fitness to students in K-12 schools. Course requires the development of personal fitness skills and pedagogical skills including peer teaching, lesson and unit planning, and the use of assessment and technology. F.
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EDPE 304 - Teaching Team Sports (3 credits)
(Prereq: Admission to the Professional Program in Teacher Education) (Coreq: EDPE 411 ) Course provides the teacher candidate with current best practice in teaching team sports to students in K-12 schools. Course requires the development of personal competence in select team sports/skills and pedagogical skills including peer teaching, lesson and unit planning, skill analysis, and the use of assessment and technology. S.
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EDPE 305 - Teaching Lifetime Activities (3 credits)
(Prereq: Admission to the Professional Program in Teacher Education) (Coreq: EDPE 412 ) Course provides the teacher candidate with current best practice in teaching lifetime physical activities to students in K-12 schools. Course requires the development of personal competence in select team lifetime activities and pedagogical skills including peer teaching, lesson and unit planning, skill analysis, and the use of assessment and technology. F.
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EDPE 320 - Curriculum and Administration in Physical Education (3 credits)
(Prereq: Admission to the Professional Program in Teacher Education) (Coreq: EDPE 305 and EDPE 412 ) Course provides the teacher candidate with an introduction to K-12 physical education curriculum models, standards-based curriculum development, and a variety of administrative issues essential for a beginning teacher. Course includes the impact of current local, state, and national issues and legislation important to developing, delivering, and assessing the physical education curriculum. F.
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EDPE 325 - Assessment and Technology in Physical Education (3 credits)
(Prereq: EDPE 131 and EDUC 204 ) (Coreq: EDPE 303 and EDPE 410 ) To provide the skills and knowledge for students in physical education utilizing a variety of current technologies and authentic assessment tools available and emerging in the field. To develop a working knowledge of the statistical techniques used in scoring, assessment, and interpretation of student performance and learning. F.
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EDPE 410 Q* - Elementary School Physical Education Pedagogy (4 credits)
(Prereq: Admission to the Professional Program in Teacher Education) (Coreq: EDPE 303 and EDPE 325 ) Foundations and practices in teaching elementary school physical education. Course studies the development and assessment of fundamental movement patterns/skills, curriculum development, and planning and implementing instruction at the elementary level. The teacher candidate also develops pedagogical skills through self-assessments and the required 30 hour field experience in the elementary schools. F.
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EDPE 411 Q - Middle School Physical Education Pedagogy (4 credits)
(Prereq: Admission to the Professional Program in Teacher Education and EDPE 410 ) (Coreq: EDPE 304 ) Foundations and practices in teaching middle school physical education. Course studies the development and assessment of motor and fitness skills for early adolescent students, curriculum development, and planning and implementing instruction at the middle school level. The teacher candidate also develops pedagogical skills through self-assessments and the required 30 hour field experience in the middle schools. S.
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EDPE 412 - High School Physical Education Pedagogy (4 credits)
(Prereq: Admission to the Professional Program in Teacher Education and EDPE 411 ) (Coreq: EDPE 305 and EDPE 320 ) Foundations and practices in teaching high school physical education. Course studies the development and assessment of motor and fitness skills for late adolescent students, curriculum development, and planning and implementing instruction at the high school level. The teacher candidate also develops pedagogical skills through self-assessments and the required 30 hour field experience in the high schools. F.
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EDPE 431 - Internship Seminar in Physical Education Teacher Education (1 credit)
Course provides Teacher Candidate with focused content related to the successful completion of internship process and requirements. F, S.
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EDPE 479 Q - Internship (Physical Education) (9 credits)
(Coreq: EDPE 496 ) The physical education internship is comprised of supervised teaching experiences at either the elementary, middle or high school grade level. Internship requires candidates to assume the responsibilities of a Physical Education Teacher for a period of no fewer than 60 instructional days. Pass/Fail grading only. F, S.
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EDPE 496 - Internship Seminar (3 credits)
(Prereq: Acceptance into the Internship through Portal II) (Coreq: EDPE 479 ) The Physical Education Internship Seminar provides candidates with the content and support required for successful completion of the internship and induction into the profession. Seminar topics include but are not limited to: student motivation/behavior; teachers’ legal obligations/concerns; program advocacy; grant writing; technology usage; resumes/cover letters; and interview skills. F, S.
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Education - Secondary |
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EDSC 410 - Secondary Adolescent Development and Management in the Classroom (3 credits)
This course addresses the management of the classroom environment and learning processes as applied to secondary adolescent development. Attention is given to theories and best practices and includes a clinical experience. S.
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EDSC 415 - Teaching Diverse Learners (3 credits)
Study of classrooms today as diverse learning environments. Needs and effective teaching strategies as related to diverse learners are explored. Special attention is given to the interdependence of schooling and culture. S.
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Education - Special Education |
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EDSP 200 Q* - Foundations of Special Education (3 credits)
(=EDSP 201 ) (Prereq: EDUC 111 ) This course provides knowledge of basic concepts in special education related to the education of individuals with disabilities. Content includes historical factors, legislation, etiology, characteristics, educational strategies (including existing and emerging technologies), identification procedures, support services for individuals with disabilities at varied degrees of severity, and the impact of disabilities on academic and social/emotional performances. S, Su.
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EDSP 201 Q - Foundations of Special Education: A Global Perspective (3 credits)
(=EDSP 200 ) (Prereq: EDUC 111 ) This course provides knowledge of basic concepts in special education related to the education of individuals with disabilities. Content includes historical factors, legislation, etiology, characteristics, educational strategies (including existing and emerging technologies), identification procedures, support services for individuals with disabilities at varied degrees of severity, and the impact of disabilities on academic and social/emotional performances. Consent of the instructor is required. M.
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EDSP 310 Q - Theory to Practice: Field Experience (3 credits)
(Prereq: EDSP 200 ) This course is a supervised field experience requiring 2 half days per week with students with mild to moderate disabilities. During this experience, teacher candidates observe the roles of special educators in their placement, identify research/evidence based practices implemented in their placement, review student records, and describe models of service delivery in their placement. Additionally, teacher candidates support classroom professionals by regularly (a) implementing classroom behavior plans under guidance of classroom staff and (b) providing individualized assistance to students with mild to moderate disabilities. Related seminar addresses the roles of special educators, organizational and legal contexts for special education programs, models of service delivery, professional and ethical practice, collaboration skills, and research/evidence based practices. The link between theory and practice is emphasized. F.
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EDSP 311 - Characteristics and Instruction of Learning Disabilities & Emotional Disorders (3 credits)
(Prereq: Admission to the Professional Program in Teacher Education) This course provides an in-depth study of definitions, etiology, prevalence, and characteristics associated with learning disabilities (LD) and emotional/behavioral disorders (EBD). Techniques used in identifying and teaching learners with LD or EBD, as well as service delivery models, roles of various professionals, legal issues, ethics, and philosophies related to persons with LD or EBD. The selection and implementation of evidence-based instructional methods related to affective and learning behaviors and procedures for adapting materials to support students with LD and EBD in a variety of educational settings are addressed. F.
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EDSP 312 - Characteristics and Instruction of Intellectual Disabilities and Autism (3 credits)
(Prereq: Admission to the Professional Program in Teacher Education) This course introduces teacher candidates to students with a label of intellectual disability (ID) and/or autism. The course includes definitions, etiology, prevalence, and characteristics of individuals with ID and/or autism. Additionally, candidates in this course investigate service delivery, roles of various professionals, current trends, and philosophies related to persons with ID and/or autism. Learning characteristics, evidence-based teaching strategies, instructional settings, legal issues, ethics, and assessment regarding individuals with ID and/or autism are addressed. F.
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EDSP 315 - Methods and Procedures for Teaching Students with Mild to Moderate Disabilities (3 credits)
(Prereq: Admission to the professional program) This course provides an in-depth study of characteristics associated with learning disabilities (LD), emotional/behavioral disorders (EBD), intellectual disability, (ID) and/or autism. Candidates in this course investigate service delivery, roles of various professionals, current trends, and philosophies related to persons with LD, EBD, ID, and/or autism. The selection and implementation of evidence-based instructional methods related to affective and learning behaviors and procedures for adapting materials to support students with mild to moderate disabilities in a variety of educational settings are addressed. Instructional settings, legal issues, ethics, and assessment regarding individuals with LD, EBD, ID and/or autism are addressed. F.
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EDSP 320 Q - Measuring Student Progress: Field Experience (3 credits)
(Prereq: EDSP 310 ) This course is a supervised field experience requiring two full school days per week with students with mild to moderate disabilities. In an assigned public school classroom, teacher candidates participate in supporting the needs of students with, or at-risk for, disabilities, under the guidance of a special education teacher. Teacher candidates plan and implement appropriate instruction based on research-based practices, plan instruction that takes into account the impact of diverse student and family characteristics, interact with school personnel, students, and parents using professional communication skills, and demonstrate professional behaviors. Knowledge and skills developed in the prior field experience and current coursework are reinforced. Related seminar addresses varying philosophies of education, lesson planning and contextual factors surrounding PreK-12 students. S.
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EDSP 321 - Diagnostic Assessment in Special Education (3 credits)
(Prereq: Admission to the Professional Program in Teacher Education) This course provides an overview of assessment terminology, data collection procedures, and the theoretical, legal, and ethical issues related to referral and educational planning. Skills focus on application and interpretation of standardized and curriculum-based assessment data for eligibility, program and progress monitoring decisions in service of individualized education programs. Candidates write individual education programs, develop strategies to modify assessments to accommodate the unique needs of students with disabilities, and communicate assessment information to solicit parent understanding. S.
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EDSP 322 - Secondary Practices and Transition (3 credits)
(Prereq: Admission to the Professional Program in Teacher Education) This course applies research on teacher effectiveness, teacher accountability, and instructional approaches at the secondary level. Strategies in self-regulation, study skills, attention, memory, and motivation; curriculum adaptations, peer mediated instruction including cooperative learning and peer tutoring; and self-advocacy and strategies for facilitating transition into the community, workplace, and postsecondary environments are addressed. F.
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EDSP 323 - Methods and Adaptations for Teaching Reading (K-12) (3 credits)
(Prereq: Admission to the Professional Program in Teacher Education) This course prepares candidates in the area of reading development and effective instructional methodologies specific to students with disabilities with an emphasis on reading practices as they relate to individual learners, readiness activities, phonemic awareness and decoding skills, phonics, fluency, vocabulary development, and comprehension. S.
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EDSP 380 Q* - Current Trends in the Education of Individuals with Exceptionalities PreK-12 (3 credits)
This course is a study of individuals with exceptionalities including learners with mild to severe disabilities, as well as those identified as gifted/talented. Current trends, legal issues, adaptations, and vocational aspects of learners with exceptionalities across the lifespan are addressed. F, S, Su.
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EDSP 410 Q - Action Research: Practicum (3 credits)
(Prereq: EDSP 320 ) This course is a supervised field experience requiring three full school days per week with students with mild to moderate disabilities. Candidates integrate knowledge and skills developed in prior and current coursework. The field experience allows candidates to demonstrate their ability to apply knowledge and skills in a classroom setting. Additionally, teacher candidates (a) plan and provide small group, individualized and whole group instruction, (b) assess and analyze student progress, (c) demonstrate the ability to impact student learning and (d) evaluate and reflect on professional growth. Related seminar addresses instructional planning, including the use of technology, teaching strategies through lesson planning, implementation of interventions, and progress monitoring. F.
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EDSP 411 - Collaboration and Consultation in Special Education (3 credits)
(Prereq: Admission to the Professional Program in Teacher Education) This course prepares candidates to serve the needs of individuals with disabilities through effective communication and collaboration with other educators, families, related service providers, paraprofessionals, and personnel from community agencies. Models and strategies for effective collaborative consultation in schools and communities are addressed, including skills for effective communication with families of individuals with exceptional learning needs from diverse backgrounds. F.
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EDSP 412 - Applied Behavior Analysis for Teachers (3 credits)
(Prereq: Admission to the Professional Program in Teacher Education) This course equips candidates with the knowledge and skills of applied behavior analysis (ABA) as an approach for programming effective interventions for children and youths with disabilities. It focuses specifically on “positive behavior interventions and supports” (PBIS), a research-based approach to interventions designed to prevent problem behavior, encourage environmental management, and promote students’ positive and appropriate behavior. This course also prepares candidates to conduct a functional behavioral assessment (FBA) in order to more efficiently and effectively identify the interventions to address the students’ behavioral needs. F.
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EDSP 413 - Methods and Adaptations for Teaching Mathematics (PK-12) (3 credits)
(Prereq: Admission to the Professional Program in Teacher Education) This course prepares candidates to teach mathematics, problem solving, and reasoning skills to students with mild to moderate disabilities PK - 12. The course focuses on national mathematics curriculum standards, research-based instruction, high-stakes assessment, functional mathematics, and problem solving with an emphasis on the effects of disabilities on mathematics achievement. The problem-solving strand extends to include cross-curricular applications of reasoning skills. S.
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EDSP 414 - Instructional Planning (3 credits)
(Restricted to Special Education majors only) (Prereq: Admission to the Professional Program in Teacher Education) This course focuses on acquiring the basic knowledge and skills required for the development of IEPs and ongoing monitoring of students’ progress toward their IEP goals and objectives/ benchmarks. In addition, subsequent development of instructional lessons based on the student’s learning needs as they relate to their academic/social/behavioral success within the general education curriculum are addressed. F.
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EDSP 420 - Internship Seminar in Special Education (3 credits)
(Prereq: EDSP 410 ) (Coreq: EDSP 450 ) This seminar corresponds with the culminating internship in special education. The course meets regularly in order to provide candidates with the content and support required for successful completion of the internship and induction into the profession. S.
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EDSP 450 Q - Internship in Special Education (9 credits)
(Prereq: EDSP 410 ) (Coreq: EDSP 420 ) This internship is a full-time supervised field placement. Candidates are assigned a clinical placement requiring no fewer than 60 instructional days at the elementary, middle and/or secondary levels working with students with mild to moderate disabilities. The internship allows candidates to demonstrate their ability to apply knowledge and skills from previous field experiences and coursework in a classroom setting. A critical component of the internship course is the corresponding internship seminar. S.
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EDSP 499 - Practicum in Severe Disabilities (1-3 credits)
(Prereq: EDSP 200 ) This course is a supervised field experience requiring six to ten full school days in a public school classroom that serves students with significant intellectual and multiple disabilities. In this field experience, teacher candidates pursuing the add-on license in severe disabilities make programmatic decisions and design instructional plans for students with significant intellectual and multiple disabilities under the supervision of a licensed special education teacher. Further, teacher candidates pursuing the add-on license in severe disabilities implement evidence-based practices and deliver instructional content that meets individual needs and grade-level academic standards for students with significant intellectual and multiple disabilities. This course is repeatable for up to 3 credits in varying field placement settings. F, S.
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Engineering |
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ENGR 101 - Inquiring Minds Want to Design: An Introduction to Engineering (3 credits)
Students are introduced to the engineering profession and various engineering specialists. The course teaches students about engineering teamwork and general design concepts through mini-design projects, and enhances students’ communication skills (through several written and oral reports) that are crucial in engineering. Professional ethics are emphasized. Communication Intensive. S.
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ENGR 102 - Engineering Graphics Communication (3 credits)
This course is a project-based introduction to engineering graphics using SolidWorks. Topics include sketching, 3D part and assembly creation, and documented drawings. Students utilize the principles of engineering graphics to visualize, communicate, and analyze solutions to engineering problems. F, S.
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ENGR 199 - Cohort Grand Challenge I (1 credit)
Great engineering achievements such as safe drinking water and electricity have revolutionized society. While these achievements are remarkable, future engineers are faced with many more great challenges and opportunities yet to be realized. With input from people around the world, an international group of leading technological thinkers were asked to identify the Grand Challenges for Engineering in the 21st century. Their 14 game-changing goals for improving life on the planet, are introduced in this course as a means to introducing complex engineering problems, how to identify and formulate them by applying principles of engineering, science, and mathematics. F.
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ENGR 201 - Engineering Problem Solving (3 credits)
(Prereq: ENGR 101 or permission of instructor) In this course, students work in multi-disciplinary teams to formulate and solve engineering problems using robotics systems. The course covers reading, interpreting, and writing programs, debugging, loops, and conditional statements. Project management principles are also introduced as the framework in which group members cooperate. The course culminates in a design challenge that requires teams to devise a system, component, or process to meet desired needs with given constraints. F, S.
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ENGR 202 - Engineering Graphics (3 credits)
(Prereq: ENGR 101 ) This course is a project-based introduction to engineering graphics using SolidWorks. Topics include sketching, 3D part and assembly creation, and documented drawings. Students will utilize the principles of engineering graphics to visualize, communicate, and analyze solutions to engineering problems. S.
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ENGR 203 - Engineering Professionalism and Pathways (3 credits)
This course provides an overview of professional and ethical responsibilities of scientists and engineers; the impact of engineering solutions in a global and societal context; contemporary issues; working in a diverse team environment, and life-long learning and career skills. F.
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ENGR 234 - Engineering Mechanics I: Statics (3 credits)
(=PHYS 234 ) (Prereq: PHYS 211 or permission of instructor) This course deals with systems of forces acting on particles and rigid bodies at rest. The course addresses the finding of resultant forces and torques for various bodies. The covered topics include concentrated and distributed forces, equilibrium in two-and three-dimensions, moments, couples, and other key principals used in engineering design of structures that must remain static while bearing stress or performing a task. F.
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ENGR 235 - Electric Circuits (3 credits)
(=PHYS 235 ) (Prereq: PHYS 137 and MATH 160 or MATH 160B or PHYS 212 or PHYS 214 or permission of the instructor) This course is an introduction to electrical circuit theory and its application to practical direct and alternating current circuits. Topics include: Kirchhoff’s laws, fundamental principles of network theorems, transient and steady-state response of RC, RL and RLC circuits by classical methods, time-domain and frequency-domain relationships, phasor analysis and power. S.
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ENGR 244 - Engineering Mechanics II: Dynamics (3 credits)
(Prereq: ENGR 234 or permission of the instructor) Kinematics of particles: coordinate systems, relative and dependent motions, Kinetics of particles: Newton’s Second Law, Kinetics of particles: work and energy methods, Kinetics of particles: impulse and momentum methods, Kinematics of rigid bodies: absolute and relative motion, Review of mass moment of inertia, Planar kinetics of rigid bodies: Newton’s Second Law, Planar kinetics of rigid bodies: work and energy methods, Planar kinetics of rigid bodies: impulse and momentum methods, Vibrations: free and forced. S.
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ENGR 250 - Communicating STEM (3 credits)
(=PHYS 250 ) This course introduces students to effective forms of communication in the disciplines of science, technology, engineering, and mathematics. Students learn about available tools for researching and writing academic papers, the proper structure for a journal article, and the publication process. Students are also exposed to the various styles for delivering an oral presentation including effective strategies for each style. Time is also spent on learning best practices for designing and presenting a scholarly poster. S.
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ENGR 299 - Cohort Grand Challenge II (1 credit)
(Prereq: ENGR 199 or permission of the instructor) In this part II of the two-course sequence, students develop and propose solutions to their complex problem identified and formulated in ENGR 199 by applying principles of engineering, science, and mathematics. Solution must meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors. F.
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ENGR 302 - Materials Science for Engineers (3 credits)
(Prereq: junior standing or permission of the instructor) This introductory course in materials science is designed primarily for engineering students who wish to understand the relationships between a material’s structure, processing and properties (electrical, mechanical, and thermal). All levels of structure are considered: from macro structures easily visible to the eye through electronic structure of atoms. F.
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ENGR 315 - Electric Power and Renewable Energy (3 credits)
(Prereq: A grade of ‘C’ or better in PHYS 212 or PHYS 214 ; or permission of the instructor) This course focuses on the role of renewable power generation in today’s electricity power grid. This course has three main sections. The first section introduces the topology and operation of the current power grid. The second section is an in-depth analysis of wind, solar, and hydro, the three major renewable sources in use today, from an electrical engineering perspective. Finally, we conclude with the future of renewable energy: experimental technologies and the challenges of operating the power grid in the 21st century. F.
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ENGR 321 - Electronics (3 credits)
(=PHYS 321 ) (Prereq: ENGR 235 or PHYS 235 ) This course covers the analysis, modeling and design of electrical circuits that contain electronic devices. Topics include: properties of electronic materials, behavior of devices such as p-n junction diodes, field effect transistors and bipolar junction transistors, operational amplifiers, and transistors in digital circuits. Electronics design principles via a systems approach is emphasized. S.
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ENGR 323 - Engineering Thermodynamics and Heat Transfer (3 credits)
(Prereq: PHYS 211 /PHYS 211L with a grade of ‘C’ or better or permission of instructor) Introduction to thermodynamics and heat transfer: properties of liquids and gases, first and second law analysis, introduction to cycles for power and refrigeration, heat flow by conduction and radiation, and convective heat flow and heat exchangers. F.
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