Education Courses (EDU)

This survey course introduces the student to the theories/theorists, current issues in the education profession, and pedagogy fundamental to the education profession.  Students will become knowledgeable about Dewey, Toffler, Banks, Bayles, Kohlberg, Bronfenbrenner, and Gardner.  Issues include the role of technology, meeting the needs of special education students, bilingual education, multi-cultural education, and school safety. Pedagogical strategies include instructional methodology, effective teaching practices, planning, implementation, and assessment.  This course is also designed to screen applicants for admission to the education program.  Students must take and receive passing scores on the PPST, the state required standardized teaching tests. Field experience required.

The Education Program offers four (4) seminars each semester.  These seminars address current issues, timely concerns, and employment procedures not addressed in depth elsewhere.  Field Experience Required

This course surveys the research associated with the physical, emotional, social, moral, and mental development of children from infancy to adolescence.  Psychological factors that focus on and influence instruction, learning management, assessment and motivation are examined.  Field experience required. Prerequisites: PSY 100 or EDU 200.  Cross Listed with PSY 300

This course provides an overview of the historical basis of the present educational system as well as its social impact and future implications.  Cultural, ethnic, and minority expectations of school; the legal rights and responsibilities of students and teachers; and philosophies and theories of education are highlighted. Field experience required, Prerequisite:  EDU 200

This course examines major theories and findings concerning human development from birth through the elementary years and the implications of these for the professional educator.  Topics include physical development, intelligence, perception, language, socio-emotional development, gender role development, moral development, and developmental issues relating to education. Field experience required., Prerequisites: EDU 200 and 300

This course examines the characteristics of growth in adolescents including physical, psychological, social, cognitive, emotional, and moral development with particular reference to relevance for the professional educator.  Contemporary issues include drug and alcohol abuse, sexuality, and delinquent behavior. Field experience required., Prerequisites: EDU 200, and 300

This course is designed to introduce the teacher candidate to the computerized classroom environment.  Emphasis is given to the concept of a holistic, integral classroom system.  The course includes laboratory experiences with various related applications software.  The goal of these experiences is to develop the theory and hands-on computer applications skills necessary to function in the classroom.  Field experience required.

This course develops understanding of and skill in solving reading problems encountered by secondary school students in subject matter materials.  Field experience required.
Prerequisites: EDU 200, 300, 311, and 342

This comprehensive course includes an historical, sociological, philosophical, and psychological analysis of school curriculum, as well as an examination of theories, trends, and methods of curriculum construction.  The course prepares the teacher candidate to work with individual students and groups through the study of the teaching/learning process, evaluation of learning needs, lesson planning for both individuals and groups, and choice and use of instructional media.  Field experience required., Prerequisites:  EDU 200, 300, and 311

Measurement and Evaluation in Teaching is intended to introduce prospective teachers to those elements of measurement and assessment that are essential to student achievement.  This course highlights the fundamental principles of measuring the cognitive, affective, and psychomotor components of classroom learning. Teacher candidates are actively involved in constructing a variety of formative and summative assessments.  Five key elements of assessment are addressed:  quality, quantity, variety, feedback and cognition.  Field Experience Required  Prerequisites:  EDU 200, 300, 311, and 342

This course examines the diversity of students (and families) encountered in this global society, school, the classroom, and the community and the relationship of diversity to a student’s self-concept, motivation, and learning.  Nationality, ethnicity, race, gender, socio-economic status, abilities and cultures are examined, as well as, the influences of economic inequities, religious beliefs, gender and sexual orientation, language, exceptionalities, and ableness.  Field experience required, Prerequisite:  EDU 200

This course is a survey of diverse traditional and contemporary literature from kindergarten through junior high school.  Emphasis is placed on types of literature, authors, illustrators, and methods.  Teacher candidates are required to develop and implement multi-media presentations. Field experience required., Cross-listed:  ENG 400

This course examines the teaching process, instructional materials, evaluation procedures, curriculum development, and organization of Jr. High/Middle schools.  Techniques to promote individualized and inter-disciplinary learning will be discussed.  Field experience required.
Prerequisites: EDU 200, 300, 311, and 342

This course focuses on reading problems encountered by Jr. High/Middle school students.  This course must be taken concurrently with EDU 421.  Field experience required.
Prerequisites: EDU 200, 300, 311, and 342

Pedagogical processes appropriate to teaching Jr. High/Middle school English, and Journalism are studied.  This course must be taken concurrently with EDU 424 and 425.  Field experience required.
Prerequisites: EDU 200, 300, 311, and 342

Pedagogical processes appropriate to teaching of Jr. High/Middle School Social Studies are studied.  This course must be taken concurrently with EDU 423 and 425.   Field experiences required.
Prerequisites: EDU 200, 300, 311, and 342

Pedagogical processes appropriate to teaching science in Jr. High/Middle School are studied.  This course must be taken concurrently with EDU 423 and 424.  Field experience required.
Prerequisites: EDU 200, 300, 311, and 342

This course examines the theoretical, historical, psychological, and sociological foundations of the middle school concept.  Teacher candidates discover current practices by researching literature, conducting interviews, and engaging in school observations. Teacher candidates are challenged to conduct original research to determine "best practices" for an ideal middle school. Field experience required., Prerequisites: EDU 200, 300, 311, and 342

This course challenges and engages teacher candidates to practice the theories considered in EDU 426 by engaging them in multiple field experiences in middle schools where they will observe and actively participate in the educational process with middle school students, teachers, administrators, and other middle school professionals.  Clinical experience required. Teacher candidates must have taken or be currently enrolled in EDU 426. Prerequisites: EDU 200, 300, 311, and 342

This course examines the pedagogical processes appropriate to teaching mathematics in junior high and middle school.  It is taken simultaneously with EDU 426 (Theories and Practices in Middle Schools) and EDU 421 (General Methods of Teaching in Jr. High/Middle Schools.  Clinical experience required.

This course examines the pedagogical processes appropriate to teaching visual arts in junior high and middle school.  It is taken simultaneously with EDU 426 (Theories and Practices in Middle Schools) and EDU 421 (General Methods of Teaching in Jr. High/Middle Schools. Clinical experience required.

This course surveys characteristics, capabilities, and expectations of students with special needs, students who are developmentally delayed or at-risk for learning problems, and gifted students.  The teacher’s role in assisting students who face attention, behavioral, educational, mental, physical, and social challenges (and other relevant and practical issues) unique to educating exceptional students are examined. Field experience required., Prerequisites:  EDU 200, 300, 311, 342, and 370

This course focuses on the drug and alcohol problems of students.  It explores ways to communicate with students about at risk situations, consequences of substance abuse, and preventive strategies.  Field experience required.
Prerequisite: PSY 100 or EDU 300

This course covers the teaching process at the secondary level and explores instructional materials, evaluation procedures, curriculum development, and organization of secondary schools.  Individualized and inter-disciplinary learning will be examined.  This course must be taken concurrently with appropriate specific major methods course.  Field experience required.
Prerequisites: EDU 200, 300, 311, and 342

Pedagogical processes appropriate for teachers of secondary English are discussed.  This course must be taken concurrently with EDU 471.  Field experience required.
Prerequisites: EDU 200, 300, 311, and 342

Pedagogical processes appropriate for teachers of secondary social studies are discussed.  This course must be taken concurrently with EDU 471.  Field experience required.
Prerequisites: EDU 200, 300, 311, and 342

Pedagogical processes appropriate for teachers of secondary business education are discussed.  This course must be taken concurrently with EDU 471.  Field experience required.
Prerequisites: EDU 200, 300, 311, and 342

Pedagogical processes appropriate for teachers of secondary science are discussed.  This course must be taken concurrently with EDU 471.  Field experience required.
Prerequisites: EDU 200, 300, 311, and 342

Instructional processes appropriate for teachers of the visual arts at the secondary level are discussed.  This course must be taken concurrently with EDU 471.   Field experience required.
Prerequisites: EDU 200, 300, 311, and 342

Instructional processes appropriate for teachers of Journalism at the secondary level are discussed.  This course must be taken concurrently with EDU 471.  Field experience required.
Prerequisites: EDU 200, 300, 311, and 342 

This course develops and examines theories of reading instruction and their implications for application in the classroom.  Topics include the process of reading instruction, emergent literacy, word identification, comprehension, and developing reading skills.  Clinical experience required., Prerequisites:  EDU 200, 300, 311, and 342

This course explores methods and strategies in teaching social studies and language arts in the elementary school.  Classroom management, instructional materials, curricula, and measurement and evaluation of outcomes are included.  Clinical experience required., Prerequisites:  EDU 200, 300, 311, and 342

This course focuses on the diagnosis and remediation of reading problems in elementary school children.  Teacher candidates will develop and administer an IRI reading test, and plan a remedial program based on the results.  Classes will address causes of reading problems and techniques to remediate them.  Clinical experience required., Prerequisites:  EDU 200, 300, 311, 342, and 481

This course incorporates an integrated approach to music, art, physical education, and health.  Teacher candidates will learn aspects of the pedagogy, principles, and performance of each of the four disciplines.  Methods and teaching strategies will be incorporated into each lesson, providing the teacher candidate with hands-on experiences and materials for both teaching and assessment
Field experience required.
Prerequisites: EDU 200, 300, 311, and 342 

This is the culminating twelve-week practicum required of all teacher candidates who will apply for an elementary license.  The teacher candidate must plan and teach appropriate classes in an accredited elementary school under the supervision of a licensed cooperating teacher and a college supervisor.  All required coursework must be completed prior to student teaching.
Prerequisites: EDU 200, 299, 300, 311, 313, 325, 342, 370, 400, 430, 
481, 483, 484, 485, and 486
Laboratory Fee: See current fee schedule.

This is the culminating twelve-week practicum required of all teacher candidates who will apply for a secondary license.  The teacher candidate must plan and teach appropriate classes in an accredited secondary school under the supervision of a licensed cooperating teacher and a college supervisor.  All required coursework must be completed prior to student teaching.
Prerequisites: EDU 200, 299, 300, 311, 314, 325, 341, 342, 370, 430, and 471; also 472, 473, 474, 475, 476, or 477
Laboratory Fee: See current fee schedule.

These courses will examine topics of special interest in the education field, including topics in student characteristics, curriculum, pedagogy, assessment, multiculturalism, technology in the classroom, and social justice issues.  Topics courses (but not specific topics) may be repeated for a total of 6 hours.
Prerequisites: EDU 210, 300, and 311

By participating in semester-long research, teacher candidates earn credit for their degree.  Training in research methodology provides students with the opportunity to pursue education from an empirical point of view.  Students will design, implement, and construct a formal report on a research topic.  This course requires senior status, a cumulative 3.25 index in the major, and the approval of the Program Director.
Prerequisites: EDU 200, 300, 311, and 342

This capstone course is designed to assist teacher candidates in the integration and critical examination of the various concepts, theories, and methods of inquiry presented both in general education and the major.  Learning outcomes for both the general education program and the major are reviewed.  Course assignments assist students in assessing the degree for which learning outcomes have been mastered.  Senior standing is required.

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