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Education |
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EDUC 335 Introduction to Educational Psychology - 3 credits
Psychology of learning, learning theories, stages of development as applied to the learner in the classroom, with attention given to research into learning problems, management, as well as measurement of learning and least restrictive environments for learning.
Semester(s) Offered: Fall, Spring
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EDUC 336 Introduction to Human Growth and Development - 3 credits
An investigation of various patterns of intellectual, social, emotional, and physical growth of learners from prenatal through adult periods with a focus on developmental applications in educational settings.
Semester(s) Offered: Fall, Spring, Summer
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EDUC 399 Independent Study - 1 to 3 credits
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EDUC 402 Special Topics - 1 to 3 credits
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EDUC 408 Nature and Needs of the Gifted Learner - 3 credits
Prerequisite(s): EDUC 215 and EDUC 334 or EDUC 336 or EDEC 332
This is an introductory course which focuses on the educational practices necessary for the instruction of Gifted and Talented students. It provides an overview of the historical and philosophical background of gifted education, as well as its rationale. Topics of this course include characteristics, needs, problems, and developmental patterns of Gifted and Talented students. The implication of legislation on the means of student identification and instruction are discussed.
Semester(s) Offered: Fall, Spring
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EDUC 409 Curriculum and Instruction for Gifted and Talented Students - 3 credits
Prerequisite(s): EDUC 215 and Teacher Education Majors
An in-depth study of poverty and inequality in the United States, its history and issues related to life in poverty; how poverty affects students across the nation; the potential impacts on their academic attainment; and adverse effects on students lifelong career pathways and opportunities. The course explores the historical, societal, economic, racial/cultural, and governmental factors related to poverty and the impact on a students’ attainment of academic success.
Semester(s) Offered: Fall, Spring, Summer
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EDUC 455 Living in Poverty - 3 credits
Prerequisite(s): EDUC 215 and Teacher Education Majors
An in-depth study of poverty and inequality in the United States, its history and issues related to life in poverty; how poverty affects students across the nation; the potential impacts on their academic attainment; and adverse effects on students lifelong career pathways and opportunities. The course explores the historical, societal, economic, racial/cultural, and governmental factors related to poverty and the impact on a students’ attainment of academic success.
Semester(s) Offered: Fall, Spring, Summer
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EDUC 459 Home, Community, and Classroom Partnerships in High Poverty Areas - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall, Spring, Summer
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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.
Semester(s) Offered: Fall, Spring, Summer
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EDEC 300 Assessment, Evaluation, and Reporting Progress - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDEC 314 Language and Emergent Literacy - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDEC 325 Guiding Young Children’s Behavior and Classroom Management - 3 credits
Prerequisite(s): Admission to the Professional Program in Teacher Education
Study of appropriate, effective principles and techniques for guiding behavior and managing early childhood classrooms.
Semester(s) Offered: Fall, Spring
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EDEC 332 Child Development: The Young Child - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDEC 339 Early Childhood Programs and Curriculum - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDEC 340 Early Childhood: Field Experience II - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDEC 376 Integrated Math/Science/Social Studies I - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDEC 377 Strategies for Teaching and Learning with Literature - 3 credits
Prerequisite(s): EDEC 340
This methods course focuses on developing appropriate instructional strategies for utilizing literature to integrate the curriculum.
Semester(s) Offered: Fall, Spring
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EDEC 379 Early Childhood: Field Experience III - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDEC 420 Q* Integrated Math/Science/Social Studies II - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDEC 421 Child, Family, Community, Teacher Relations - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDEC 423 Q* Early Childhood: Field Experience IV - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDEC 466 Q Internship in Elementary School (Early Childhood) - 9 credits
Note: (Early Childhood)
The internship experience is comprised of supervised teaching experiences in a pre-kindergarten, kindergarten, first, second or third grade classroom.
Semester(s) Offered: Fall, Spring
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EDEC 496 Internship Seminar - 3 credits
Corequisite(s): EDEC 466
Course provides Teacher Candidates with focused content related to the successful completion of the internship process and requirements.
Semester(s) Offered: Fall, Spring
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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.
Semester(s) Offered: Fall, Spring
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EDEL 341 Elementary School Curriculum and Organization - 3 credits
Prerequisite(s): Admission to the Professional Program in Teacher Education
Corequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDEL 343 Instructional Theory and Practice-Elementary Education - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDEL 385 Teaching English Language Arts - 3 credits
Prerequisite(s): Admission to the Professional Program in Elementary Education
Corequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDEL 467 Q Internship in Elementary School (Elementary) - 9 credits
Corequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDEL 472 Q Classroom Management for Diverse Settings - 3 credits
Prerequisite(s): Admission to the Professional Program in Teacher Education
Corequisite(s): EDLL 414
Prereq/Corequisite(s): (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 .
Semester(s) Offered: Fall, Spring
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EDEL 481 Q* Teaching Elementary Mathematics - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDEL 486 Teaching Social Studies - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDEL 488 Q* Teaching Elementary Science - 3 credits
Prerequisite(s): Admission to the Professional Program in Elementary Education
Corequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDEL 496 Internship Seminar - 3 credits
Corequisite(s): 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.
Semester(s) Offered: Fall, Spring
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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.
Semester(s) Offered: Fall, Spring
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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.
Semester(s) Offered: Fall, Spring, Summer
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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.
Semester(s) Offered: Fall, Spring
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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.
Semester(s) Offered: Spring
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EDLL 314 Foundations in Reading and Emergent Literacy Development - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDLL 377 Instructional Practices for Literacy in Early Childhood Classrooms - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDLL 414 Instructional Practices for Intermediate Literacy Development - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDLL 417 Content Area Reading and Writing for Middle and High School Teachers - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: S, Su.
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EDLL 422 Assessment of Early Literacy Development - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDLL 456 Cultural and Linguistic Diversity for ESOL Educators - 3 credits
Equivalent: EDLL 656
Prerequisite(s): 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.
Semester(s) Offered: Fall
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EDLL 471 Assessment and Evaluation of Intermediate Literacy Development - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDLL 484 Content Area Reading and Writing: Integrating Children’s Literature across the Curriculum - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall, Spring
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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.
Semester(s) Offered: Spring
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EDML 417 Literacy Across Content Areas in the Middle Level - 3 credits
Prerequisite(s): EDUC 334
Corequisite(s): 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.
Semester(s) Offered: Fall
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EDML 425 Middle Level Classroom Organization and Management - 3 credits
Prerequisite(s): Admission to the Professional Program in Teacher Education, EDML 417 , and EDML 441
Corequisite(s): 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.
Semester(s) Offered: Spring
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EDML 441 Middle Level Curriculum and Organization - 3 credits
Prerequisite(s): EDUC 334
Corequisite(s): 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.
Semester(s) Offered: Fall
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EDML 445 Middle Level Instructional Theory and Practice - 3 credits
Prerequisite(s): EDML 417 and EDML 441
Corequisite(s): 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.
Semester(s) Offered: Spring
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EDML 458 Internship Seminar - 3 credits
Corequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDML 468 Q Internship in Middle Level Teaching - 9 credits
Corequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDML 489 Methods for Teaching English/Language Arts at the Middle Level - 3 credits
Prerequisite(s): EDML 425 and EDML 445
Corequisite(s): 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.
Semester(s) Offered: Fall
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EDML 490 Q Methods for Teaching Social Studies at the Middle Level - 3 credits
Prerequisite(s): EDML 425 and EDML 445
Corequisite(s): 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.
Semester(s) Offered: Fall
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EDML 491 Methods for Teaching Science at the Middle Level - 3 credits
Prerequisite(s): EDML 425 and EDML 445
Corequisite(s): 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.
Semester(s) Offered: Fall
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EDML 492 Methods for Teaching Mathematics at the Middle Level - 3 credits
Prerequisite(s): EDML 425 and EDML 445
Corequisite(s): 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.
Semester(s) Offered: Fall
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Education - Physical Education |
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EDPE 131 Orientation to Physical Education Teacher Education - 1 credit
Prerequisite(s): 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.
Semester(s) Offered: Fall, Spring
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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.
Semester(s) Offered: F, S, May.
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EDPE 232 History and Philosophy of Physical Education - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDPE 290 Adapted Physical Activity - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDPE 303 Teaching Lifetime Fitness - 3 credits
Prerequisite(s): Admission to the Professional Program in Teacher Education
Corequisite(s): 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.
Semester(s) Offered: Fall
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EDPE 304 Teaching Team Sports - 3 credits
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.
Semester(s) Offered: Spring
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EDPE 305 Teaching Lifetime Activities - 3 credits
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.
Semester(s) Offered: Fall
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EDPE 320 Curriculum and Administration in Physical Education - 3 credits
Prerequisite(s): Admission to the Professional Program in Teacher Education
Corequisite(s): 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.
Semester(s) Offered: Fall
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EDPE 325 Assessment and Technology in Physical Education - 3 credits
Prerequisite(s): EDPE 131 and EDUC 204
Corequisite(s): 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.
Semester(s) Offered: Fall
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EDPE 410 Q* Elementary School Physical Education Pedagogy - 4 credits
Prerequisite(s): Admission to the Professional Program in Teacher Education
Corequisite(s): 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.
Semester(s) Offered: Fall
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EDPE 411 Q Middle School Physical Education Pedagogy - 4 credits
Prerequisite(s): Admission to the Professional Program in Teacher Education and EDPE 410
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.
Semester(s) Offered: Spring
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EDPE 412 High School Physical Education Pedagogy - 4 credits
Prerequisite(s): Admission to the Professional Program in Teacher Education and EDPE 411
Corequisite(s): 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.
Semester(s) Offered: Fall
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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.
Semester(s) Offered: Fall, Spring
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EDPE 479 Q Internship (Physical Education) - 9 credits
Corequisite(s): 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.
Semester(s) Offered: Fall, Spring
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EDPE 496 Internship Seminar - 3 credits
Prerequisite(s): Acceptance into the Internship through Portal II
Corequisite(s): 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.
Semester(s) Offered: Fall, Spring
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Education - Secondary |
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EDSC 308 Foundations in Literacy - 3 credits
This is an introductory course to literacy and its role in secondary schools and society. Candidates research literacy by defining it and directly relating it to their field. An overview of literacy education topics including assessment, testing, equity, and multiple literacies are also surveyed.
Semester(s) Offered: Spring, Summer
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EDSC 349 Foundations of Teaching Social Studies - 3 credits
This course focuses on the foundations and history of social studies education, with special attention to teaching strategies appropriate for each of the major social studies disciplines.
Semester(s) Offered: Fall
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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.
Semester(s) Offered: Spring
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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.
Semester(s) Offered: Spring
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EDSC 449 Principles and Methods of Teaching Social Studies - 3 credits
Study of methods, techniques, and materials appropriate to teaching social studies. A clinical experience in public schools is included.
Semester(s) Offered: Fall
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EDSC 480 Internship Seminar - 3 credits
Corequisite(s): EDSC 490
Candidates meet periodically with their university supervisor and with other candidates to establish links between the theoretical principles taught in the methods course and the practical application of these theories during the internship.
Semester(s) Offered: Fall, Spring
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EDSC 490 Internship - 9 credits
Corequisite(s): EDSC 480
Supervised teaching experience. Interns are assigned to schools for a period of no fewer than 60 instructional days.
Semester(s) Offered: Fall, Spring.
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Education - Special Education |
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EDSP 200 Q* Foundations of Special Education - 3 credits
Equivalent: EDSP 201
Prerequisite(s): 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.
Semester(s) Offered: S, Su.
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EDSP 201 Q Foundations of Special Education: A Global Perspective - 3 credits
Equivalent: EDSP 200
Prerequisite(s): 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.
Semester(s) Offered: M.
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EDSP 310 Q Theory to Practice: Field Experience - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall
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EDSP 311 Characteristics and Instruction of Learning Disabilities & Emotional Disorders - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall
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EDSP 312 Characteristics and Instruction of Intellectual Disabilities and Autism - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall
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EDSP 315 Methods and Procedures for Teaching Students with Mild to Moderate Disabilities - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall
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EDSP 320 Q Measuring Student Progress: Field Experience - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Spring
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EDSP 321 Diagnostic Assessment in Special Education - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Spring
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EDSP 322 Secondary Practices and Transition - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall
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EDSP 323 Methods and Adaptations for Teaching Reading (K-12) - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Spring
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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.
Semester(s) Offered: Fall, Spring, Summer
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EDSP 410 Q Action Research: Practicum - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall
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EDSP 411 Collaboration and Consultation in Special Education - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall
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EDSP 412 Applied Behavior Analysis for Teachers - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Fall
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EDSP 413 Methods and Adaptations for Teaching Mathematics (PK-12) - 3 credits
Prerequisite(s): 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.
Semester(s) Offered: Spring
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EDSP 414 Instructional Planning - 3 credits
Note: (Restricted to Special Education majors only)
Prerequisite(s): 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.
Semester(s) Offered: Fall
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EDSP 420 Internship Seminar in Special Education - 3 credits
Prerequisite(s): EDSP 410
Corequisite(s): 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.
Semester(s) Offered: Spring
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EDSP 450 Q Internship in Special Education - 9 credits
Prerequisite(s): EDSP 410
Corequisite(s): 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.
Semester(s) Offered: Spring
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EDSP 470 Characteristics of Learners with Emotional and Behavioral Disabilities - 3 credits
Prerequisite(s): Admittance to professional program
This course covers theories and specific conditions in the area of emotional and behavior disabilities. Participants study the impact of learning and behavioral differences on academic and social/emotional performances. Diversity within student populations is addressed throughout the course. Experiential, observational, interactive strategies, and technological advances are used to facilitate course outcomes.
Semester(s) Offered: Fall
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EDSP 471 Methods/Procedures for Learners with Emotional and Behavioral Disorders - 3 credits
Prerequisite(s): EDSP 470
This course provides knowledge of instruction programming to improve outcomes for students with emotional/behavioral disabilities across all grade levels by focusing on evidence-based strategies/methods, issues and supports needed for success in general and special education environments, and the affective, social, and academic needs of students.
Semester(s) Offered: Spring
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EDSP 490 Specific Learning Disabilities (SLD): Nature and Needs - 3 credits
Prerequisite(s): Admittance to professional program
This course provides a critical analysis of foundation knowledge of Specific Learning Disabilities, including the history, theoretical base, legal aspects, terminology, etiology, definitions, medical aspects, and approaches to identification and intervention. Professional literature reviews and experiences in schools required.
Semester(s) Offered: Fall
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EDSP 491 Instructional Procedures for Students with Learning Disabilities - 3 credits
Prerequisite(s): EDSP 490
This course provides knowledge of instructional procedures to improve outcomes for individuals with learning disabilities. Applies research on teacher effectiveness, instructional approaches, and current issues and needs in instructional programming for students with LD. Content includes curriculum design, instructional strategies for basic academic skills in reading, language arts, and mathematics; study skills and adaptations for science and social studies; motivation; and peer-mediated instruction. Experiences in schools and applied research projects required.
Semester(s) Offered: Spring
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