 SCHOOL OF EDUCATION EDUCATION COURSES (EDUC) 290 The Student, The School and Community (2) (Corequisite: 299) F, S, SU. This course will provide prospective teachers with current information about the community and how its various cultural, societal, and economic components impact on the school system. A special focus of this course is on career awareness and technological developments in the workplace and how they impact on professional educators. Education 290 and 299 should be taken simultaneously. 299 Introduction to Education (2) (Corequisite: 290) F, S, SU. This course introduces the student to the profession of teaching and the roles and duties of a professional. Class discussion will include the historical and philosophical roots of education and the function of schools in a culturally diverse society. Education 290 and 299 should be taken simultaneously. 300 Foundations of Curriculum and Instruction (4:3-2) (Prerequisites: 290 and 299) F, S, SU. This course provides foundations in learning and motivation theory, classroom management, and individual differences in students. Special emphasis is on cognitive functioning and classroom interaction as influenced by gender, culture, community and socioeconomic status. Students will be required to spend several hours per week in the public schools observing and gathering data related to classroom management, teaching strategies, and accommodating individual differences. On-campus seminars will focus on data presentation, reflection, and problem solving as its relates to teaching and learning. Education 300 is prerequisite to EDUC, ECE and ELEM courses above the 310 level. 303 Using Technology Effectively in the Classroom (2) (Prerequisite: 300) F, S. A hands-on approach for using instructional technology to enhance classroom instruction. Practical applications include planning, implementing, and evaluating a variety of software and hardware products for developing instructional and teacher resources in a classroom setting. 380 Introduction to Exceptional Students (2) (Prerequisite: 300 and admission to Professional Education Program) (Early Childhood Corequisites: EDUC 391, ECE 315, ECE 320 & ECE 420; Elementary Corequisites: ELEM 314 and 316; Secondary Corequisites: EDUC 393 and the appropriate methods course in the major field – either Education 434, 435, 436, 437, or 438) F, S. This course is designed to provide preservice teachers with the theoretical bases and practical experiences to work with exceptional needs students who are mainstreamed into regular classrooms. Experiences will include exposure to, discussion of and implementation of an IEP (Individualized Education Program). This course should be taken in the semester just prior to student teaching. 391 Clinical Experience B: Early Childhood (2:1-3) (Prerequisite: 300 and admission to the Professional Education Program and Corequisites: EDUC 380 and ECE 315, ECE 320, and ECE 420) F, S. Students are required to observe and teach preschool and primary level children at designated schools. More specifically, students are to record, analyze, and assess children's emotional, intellectual, physical, and social behaviors. Special attention is given to the diagnosis of emotional, intellectual, social, and physical problems. Using the collected data, each student plans and implements lessons that address a child's developmental needs in the emotional, intellectual, social, and physical areas. The unit should also include a number of activities through which children's language skills are developed. Students interact with individual and groups of parents, as well. 392 Clinical Experience: Elementary (2:1-3) (Prerequisite: 300 and admission to the Professional Education Program and corequisites: ELEM 315 and ELEM 317 to be taken simultaneously) F, S. Designed to provide elementary education majors with practical experiences in the public schools. Special emphasis will be on tutorial experiences utilizing diagnostic/prescriptive teaching and evaluation strategies. 393 Clinical Experience: Secondary (2:1-3) (Prerequisite: 300 and admission to the Professional Education Program; corequisites EDUC 380 and 393 to be taken simultaneously in the semester prior to student teaching.) F, S. Designed to provide all secondary certification students with practical experiences in the public schools. Special emphasis in the school setting will be on tutorial experiences utilizing diagnostic/prescriptive teaching and evaluation strategies. Teaching reading skills appropriate to content will also be emphasized. Lectures and discussions will be devoted to analyzing school experiences and the teaching of reading skills. Education 380, Education 393, and the appropriate methods course in the major field (either Education 434, 435, 436, 437, or 438) should be taken simultaneously in the semester prior to student teaching. 434 Teaching English in the Secondary School (3) (Prerequisite: 300 and admission to the Professional Education Program; corequisites EDUC 380 and 393 to be taken simultaneously in the semester prior to student teaching) F, S. Emphasizes the development of instructional practices, curricular materials, and technology appropriate for teaching English in Secondary schools. Special attention will be placed on teaching language, reading, literature, and composition. Education 380, Education 393, and the appropriate methods course in the major field (either Education 434, 435, 436, 437, or 438) should be taken simultaneously in the semester prior to student teaching. 435 Teaching Social Studies in the Secondary School (3) (Prerequisite: 300 and admission to the Professional Education Program; corequisites EDUC 380 and 393 to be taken simultaneously in the semester prior to student teaching) F, S. Provides the student with the specific skills, methods, and materials required for teaching social studies in the secondary schools. Models of inquiry will be a special focus of this course, designed to meet the "Standards for Preparation of Social Studies Teachers" approved by the NCSS Board of Directors. Education 380, Education 393, and the appropriate methods course in the major field (either Education 434, 435, 436, 437, or 438) should be taken simultaneously in the semester prior to student teaching. 436 Teaching Mathematics in the Secondary School (3) (Prerequisite: 300 and admission to the Professional Education Program; corequisites EDUC 380 and 393 to be taken simultaneously in the semester prior to student teaching) F, S. Designed for mathematics majors who are pursuing certification in secondary mathematics. Student will investigate mathematics curriculum, teaching strategies, and evaluation techniques. Mathematics concepts, geometry, real world applications, the use of technology, and problem solving strategies will be emphasized. Education 380, Education 393, and the appropriate methods course in the major field (either Education 434, 435, 436, 437, or 438) should be taken simultaneously in the semester prior to student teaching. 437 Teaching Science in the Secondary School (3) (Prerequisite: 300 and admission to the Professional Education Program; corequisites EDUC 380 and 393 to be taken simultaneously in the semester prior to student teaching) F, S. Introduces prospective secondary school science teachers to the issues, trends, challenges, current curriculum development projects, and research in secondary science education. Instructional strategies to promote investigative science skills and concepts will be emphasized. Education 380, Education 393, and the appropriate methods course in the major field (either Education 434, 435, 436, 437, or 438) should be taken simultaneously in the semester prior to student teaching. 438 Teaching Foreign Language in the Secondary School (3) (Prerequisite: 300 and admission to the Professional Education Program; corequisites EDUC 380 and 393 to be taken simultaneously in the semester prior to student teaching)) F, S. Introduces foreign language majors pursuing teacher certification to theories, methods, materials, and technology necessary for teaching speaking, writing, reading, and listening proficiencies. Education 380, Education 393, and the appropriate methods course in the major field (either Education 434, 435, 436, 437, or 438) should be taken simultaneously in the semester prior to student teaching. 488 Educational Measurement, Evaluation, and Testing (2) (Corequisites: 489, 490) F, S. Designed to develop an understanding of measurement, evaluation, and testing techniques in education and skill in the construction of teacher-made tests. Both informal and formal test interpretation is covered. 489 Student Teaching Seminar (1) (Corequisites: 488, 490) F, S. Emphasis is on preparation for student teaching, including an introduction to practical use of the state-adopted assessment instrument, in-class student teaching demonstration, and orientation to the role of student teacher. 490 Directed Teaching (12) (Corequisites: 488, 489) F, S. The student will be placed in a classroom situation and work under the guidance of an experienced classroom teacher as well as a university supervisor. 491 Senior Level Internship (12) (Corequisites: 488, 489) F, S. This course is designed for Early Childhood and Elementary Education majors. The course allows the student opportunities to work with individuals at all levels in a public youth serving agency. This course will not satisfy certification requirements. 497 Special Studies (3), (2), or (1) (Prerequisite: Permission of department) As needed. Open only to juniors or seniors with a GPA of 3.0 or higher in their major courses. A maximum of 3 semester hours may be earned. All individual research projects are reviewed by three faculty members from two different disciplines. 503 Teaching of Reading in the Secondary School (3) F. Prepares preservice and inservice secondary and middle school teachers for the most effective use of printed content materials. Implications of current theory and the results of research in reading will be discussed. With written school approval, seniors may take courses numbered 500-599 for either undergraduate or graduate credit. Designation of credit as undergraduate or graduate must be made at registration. Freshmen, sophomores, and juniors may not take 500-level courses. 520 Introduction to the Exceptional Child (3) To be announced. Introduction to and overview of the nature and needs of exceptional children. Focuses on the academically gifted, physically handicapped, and mentally ill. With written school approval, seniors may take courses numbered 500-599 for either undergraduate or graduate credit. Designation of credit as undergraduate or graduate must be made at registration. Freshmen, sophomores, and juniors may not take 500-level courses |
