EDUCATION COURSES | GEOGRAPHY COURSES | LEADERSHIP COURSES
EDUCATION COURSES
ED 200 (3) Introduction to Education
An introduction to the historical and contemporary dynamics of education in America. Topics of study include the philosophies and theories of education, legal implications, teacher organizations, career opportunities, learning styles relevant to varying cultures, and the significance of participatory democracy. This introductory course includes opportunities for working with experienced teachers in school classrooms in the area of intended major. Students enrolled in this course are required to enroll in ED 210 Introduction to Education Practicum concurrently.
ED 210 (1) Practicum: Level I Field Component
This field experience component is designed to enhance ED 200 Introduction to Education by giving prospective teacher education candidates an opportunity for in-depth observation in the public schools. Students will spend 90 clinical/field experience hours in the actual classroom environment working extensively with teachers and students. A significant portion of this field component occurs in urban schools with high populations of P-12 diverse students. A bi-weekly seminar on campus will be required. Students enrolled in this practicum experience are required to enroll in ED 200 Introduction to Education concurrently. Credit/no credit.
ED 220 (3) Technology for Education
Introduction to the concepts of computer usage, productivity tools, and application of the computer for the classroom setting. Within the course, the student will acquire competency in using productivity tools which include word processing, data base, powerpoint, multimedia (authoring), gradebook applications, and web pages; and will evaluate software and utilize the internet. Instruction of other technologies including television and camcorders for designing and creating instructional materials will be incorporated. Fee
ED 225 (1) Assistive Technologies for Special Populations
An array of basic technology skills will be included to facilitate the education of students with disabilities. Technological experiences will include: authoring software, interactive electronic presentation device/software and an assistive technology workshop.
ED 230 (3) Human Growth and Development
A study of the physical, emotional, social, cognitive, and moral aspects of human development through the life span including birth, childhood, adolescence, and adulthood, and their interaction with environmental and cultural influences pertaining to elementary and secondary school teachers. Includes Level I Field Component.
ED 240 (3) Adolescent Learner
A study of the physical, emotional, social, cognitive, and moral aspects of human development through the life span focusing on the adolescent. Special emphasis is placed on helping the adolescent meet the challenges of the modern world the applying developmental theory to the secondary school setting. Includes Level I Field Component.
ED 320 (3) Exceptional Learner in the General Education Classroom
An introduction to the field of special education dealing with the learning needs of exceptional children - those who are gifted and those who have intellectual, emotional, physical, or sensory disabilities. Course emphasis is on principles and procedures for adapting educational programs to accommodate the needs of these children in the general education classrooms. Prerequisites: Admission to the Teacher Education Program. Includes Level II Field Component.
ED 330 (2) Behavioral Intervention of Students with Learning and Behavior Disabilities
Offers principles and techniques for managing the behavior of children and youth with disabilities. Preventive, supportive, and corrective techniques are included. The course focuses on the development of management plans that provide positive behavior supports for P-12 students. Level II Field component required. Prerequisite: ED 320
ED 332 (3) Collaboration and Advocacy for Special Populations
Focuses on collaborative models and appropriate techniques for cooperative working relationships in the school setting. Pertinent legislation and issues of advocacy for the student, parent, and teacher will be explored and applied to current principles for the development of educational programming for students with disabilities. Prerequisite: ED 320.
ED 334 (3) Early Childhood Education of Speical Populations
Overview of the special needs of young children including the discussions of historical and empirical support for providing early intervention services; assessment, instructional methodologies, family involvement and including children with and without disabilities. Attention will be given to assessing and assisting achievement of cognitive, language, social, and motor skills. Prerequisite: ED 320.
ED 338 (3) Introduction to Students with Learning and Behavior Disabilities
The learning, behavioral, and emotional problems of children and youth are explored in the context of theory, etiology, assessment, and practice. Issues of educational programming and community agency support are considered. Level II Field Component Prerequisite: ED 320.
ED 341 (2) Reading and Language Arts Methods and Materials (P-5)
First course of the two-course reading/language arts sequence. A study of current methods and materials useful in teaching children to read, write, and develop proper language skills. The development of reading and language arts programs and appropriate teaching strategies for the primary school students will be emphasized. Time will be given to unit and lesson plans. Prerequisites: Admission to the Teacher Education Program. Includes Level II Field Component.
ED 342 (2) Teaching of Reading (P-5)
Direct approaches to the teaching of reading, including phonics and other word identification techniques as well as comprehension strategies. Includes Level II Field Component.
ED 350 (3) Literacy Assessment (P-5)
An introduction for prospective teachers to methods of language arts assessment. The reading interests and needs of average and exceptional readers are considered, and primary emphasis will focus on the study of current methods and materials useful in analyzing and treating the problems of disabled readers. Time is given to actual in-school diagnosis and remediation of a problem reader that focuses on impact on student learning and culminates in a literacy work sample. Prerequisites: Admission to the Teacher Education Program and ED 341. Includes Level II Field Component.
ED 360 (2) Social Studies Methods and Materials (P-5)
Exploration of methods, materials, and motivational techniques in teaching social studies at the elementary level. Social studies instructional skills are developed through laboratory experiences. Time is given to unit and lesson plans. Prerequisites: Admission to the Teacher Education Program. To be taken concurrently with ED 370. Includes Level II Field Component.
ED 380 (3) Elementary Math and Science Methods
Equips the future elementary teacher with appropriate methods, materials, and motivational techniques for the teaching of math and science. Students will begin to understand what is the nature of mathematics and science, what are appropriate expectations for learning in elementary math and science, what are exemplary teaching and assessment practices that support math and science programs, and what are available materials and resources for the teaching of math and science. Pre-requisites include: Admission to Teacher Education, MAT 162 & 261. Includes Level II Field Component
ED 385 Reading and Writing Across the Curriculum (Middle School and Secondary Education majors)
Establishes methods and techniques for utilization by Middle and Secondary School Teachers to enhance the reading, composition, and writing skills of their students in whatever discipline they teach. Includes an overview of the various aspects of the reading process and discusses the specialized demands of reading and portfolio development in the content areas. Prerequisites: admission to the Teacher Education Program. Includes Level II Field Component.
ED 393 (3) Seminar
Seminars and special extended field experiences supervised by faculty, with appropriate reading and assessment.
ED 400 (1) Practicum: Level II Field component (For Elementary Only)
Course intends to (a) help the student connect theory & practice; (b) provide a sense of flow for a typical school day; (c) enable in-depth interaction with classroom teachers and students, and (d) help the student apply content from methods classes in lesson planning & teaching. Students are involved in planning for and implementing instructions for both small group and whole class lessons. Co-requisite with Elementary Methods Block courses. Level II Field Component for elementary only.
ED 405 (3) Learning Theories and Performance Assessment
Designed to examine classical learning theories of motivation and cognitive development of human behavior. Future teachers will be trained to interpret the results of standardized achievement tests, create performance-based assessment items, develop teacher-made tests which take into account a student's individual approaches to learning, and analyze the impact on student learning. A work sample which incorporates a skill set of instructional design, standard-based, unit planning, integration of formative and summative assessment measuring analysis of student learning is a requirement for the course. Prerequisites: Admission to the Teacher Education Program.
ED 410 (3) Classroom Management
Examination of basic discipline technologies for students. Course emphases will include practical application of effective classroom environments, appropriate selection of management technologies for behavioral remediation, effective teaching styles and teacher behavior, efficient observation and conferencing skills. Prerequisites: Admission to the Teacher Education Program and ED 405. Course to be taken prior to student teaching. Note: The fall semester course focuses on management in the Elementary school, and the spring semester course focuses on management in the middle and secondary school.
ED 415 (3) Assessment for Special Education
This course provides instruction on the various forms of assessment used by a special educator including; administration of standardized individual achievement assessments, techniques for monitoring student progress and IEP benchmarks and various forms of curriculum-based measures. To demonstrate test administration, interpretation and data analysis of curriculum-based measures, candidates will complete a clinical work sample. Level II Field Component.
Prerequisites: ED 320, 330, 338
ED 416 (3) Methods for Special Populations
This course focuses on direct instruction and student-oriented methodologies for students with mild disabilities. Emphasis will be placed on metacognitive strategies, appropriate and non-intrusive accommodations, and seamless transitions for collaborative and inclusive settings. Instructional methodologies that support student achievement in the general core knowledge will be included. An instructional work sample will provide evidence of the candidate’s competence in designing and accommodating instruction. Level II Field Component Prerequisites: ED 320, 330, 338.
ED 418 (3) Teaching English as a Second Language Methods and Culture
Addresses current methods and materials for teaching English as a Second Language with a particular emphasis on culturally responsive instruction. Focuses on theory made practical with a strong emphasis on ethical and intercultural sensitivity. Includes practicum experiences to ensure classroom confidence and success. Includes Level II Field Component.
ED 420 (3) Secondary/P-12 Methods Courses by Subject: Biological Science, Chemistry, English, Foreign Language, Mathematics, and Social Studies.
The study of methods and materials used in current education and to develop skills in relating these to the teaching-learning process. Aims and objectives for teaching a specific discipline are included as well as courses of study, unit and lesson plans, assessment, and use of equipment. Prerequisites: Admission to the Teacher Education Program, ED 385, FRN 410, LAT 410, or SPN 410. Includes Level II Field Component.
ED 421 (3) Art Methods and Materials (P-12)
A study of visual art for elementary and secondary students. This course includes art fundamentals review, planning for students development in cognitive skills, processes and avenues to art appreciation, and hands-on experience working with various media, methods and materials. Each student presents two lessons with lesson plans; also classroom visitation to area schools for observation and participation is part of the criteria. Learning of classroom management, such as ordering supplies and equipment, is dealt with. Prerequisites: Admission to the Teacher Education Program. Includes Level II Field Component. (alternate years) Fee.
ED 422 (2) Instruction for Teaching Physical Education (P-12)
An introduction to methods and materials used in current education and to develop skills in relating these to the teaching-learning process. Aims and objectives for teaching each discipline include unit and lesson plans, assessment, and use of equipment. Prerequisites: Admission to the Teacher Education Program. . Includes Level II Field Component.
ED 423 (2) Instruction for Teaching Health (P-12)
An introduction to methods and materials used in current education and to develop skills in relating these to the teaching-learning process. Aims and objectives for teaching each discipline include unit and lesson plans, assessment, and use of equipment. Prerequisites: Admission to Teacher Education Program. Includes Level II Field Component.
ED 425 (3) Middle School Curriculum and Methodologies
Focuses on curriculum concepts and teaching strategies for students in the middle grades. Attention will be given to the philosophy and educational structure appropriate for the middle grades. Methods and materials related to particular academic emphases will be provided. Time is given to unit and lesson plans. Prerequisites: Admission to the Teacher Education Program and ED 385.
Includes Level II Field Component.
ED 430 (6) Student Teaching Elementary: Level III Clinical Component
During the first two weeks of the semester, students will meet in a seminar to focus on teaching objectives, classroom procedures, motivation techniques, and legal implications for classroom teachers. Opportunities will be given for pre-placement conferences with cooperating teachers and observation. Each student will then be assigned full time for 13 weeks in a local school to observe, to participate, and to teach in classroom activities, which will include assessment, counseling, organizing materials, and participating in other professional activities. Placements will be made in two non-adjacent grade levels (grades P-5); each will be six weeks in length.
ED 435 (6) Student Teaching Elementary: Level III Clinical Component
During the first two weeks of the semester, students will meet in a seminar to focus on teaching objectives, classroom procedures, motivation techniques, and legal implications for classroom teachers. Opportunities will be given for pre-placement conferences with cooperating teachers and observation. Each student will then be assigned full time for 13 weeks in a local school to observe, to participate, and to teach in classroom activities, which will include assessment, counseling, organizing materials, and participating in other professional activities. Placements will be made in two non-adjacent grade levels (grades P-5); each will be six weeks in length.
ED 440 (12) Student Teaching Elementary: Level III Clinical Component
During the first two weeks of the semester, students will meet in a full-day seminar to focus on teaching objectives, classroom procedures, motivation techniques, and legal implications for classroom teachers. Opportunities will be given for pre-placement conferences with cooperating teachers and observation. Each student will then be assigned full time for twelve weeks in a local school to observe, to participate, and to teach in classroom activities, which will include assessment, counseling, organizing materials, and participating in other professional activities. Placements will be made in a primary block setting, primary levels P1-P4, which includes the grade levels of P-3. Placements will be made in one setting grades P-5.
ED 450 (6) Student Teaching Middle School: Level III Clinical Component
Course description and requirements are the same as for ED 430 with the exception that the placement may be a twelve-week continuous placement in two subject areas or two six-week single subject placements (5-9). Prerequisites: same as ED 430.
ED 455 (6) Student Teaching Middle School: Level III Clinical Component
Course description and requirements are the same as for ED 430 with the exception that the placement may be a twelve-week continuous placement in two subject areas or two six-week single subject placements (5-9). Prerequisites: same as ED 430.
ED 460 (6) Student Teaching P - 12: Level III Clinical Component
Course description and requirements are the same as for ED 430 with the exception that the placement will be two six-week subject placements (P-5 and 5-12). Prerequisites: same as ED 430.
ED 465 (6) Student Teaching P - 12: Level III Clinical Component
Course description and requirements are the same as for ED 430 with the exception that the placement will be two six-week subject placements (P-5 and 5-12). Prerequisites: same as ED 430.
ED 470 (12) Student Teaching Secondary: Level III Clinical Component
Course description and requirements are the same as for ED 430 with the exception that the placement will be a twelve-week continuous placement in a high school (8-12). Prerequisites: same as ED 430.
ED 475 (6) Student Teaching Special Education: Level III Clinical Component
Course descriptions and requirements are the same as for ED 430 with the exception that the placement will be a six-week experience in special education. Prerequisites: same as ED 430
ED 480 (6) Student Teaching Special Education: Level III Clinical Component
Placement will be a six week placement in special education. The other six-week placement will occur in elementary, middle, or secondary.
ED 999 (12) Supervised Student Teaching
Used as a code for advance registration for the professional semester.
GEOGRAPHY COURSES
GEO 211 (3) Principles of Geography
A study of geography using primarily a balanced approach between physical and cultural geography, designed primarily for the elementary and middle school teacher and for the concentration in the social studies emphasis.
LEADERSHIP COURSES
LDG 610 (3) Exploring Leadership
Three modules are designed to explore the facets of leadership. Module I: Leadership Theory – A focus on the theories of leadership with an emphasis on change and motivation aspects of leadership theory; Module II: Personal Leadership Assessment – The discovery and analysis of an individual’s leadership skill; Module III: Dispositions for Leadership – Exploring the dispositions that are part of being an effective leader.
LDG 614 (3) Shared Leadership
Three modules guide the many aspects of how a leader shares the responsibilities and components of leadership. Module I: Team Building – Looking at designs to select, plan, and maintain a leadership team; Module II: School Culture – Understanding the components and inner workings of all stakeholders in the development of a school culture; Module III: Partnership & Communication – Knowing the importance of connecting with the communities surrounding a school and how to form and maintain communication bridges that ensure positive benefits for students.
LDG 618 (3) Instructional Leadership
Three modules examine the aspects and components of being an instructional leader. Module I: Benchmarks of Instruction – Exploring the standards within content areas of instruction with strategies to align and deliver that content; Module II: Design of Instruction & Assessment – Understanding the theory of instructional design and its relationship to devising instruction and assessment for students in the 21st century; Module III: Differentiation of Instruction – Knowing the variety of ways to address the needs of students with both informally and formally identified instructional needs.
LDG 622 (3) Strategic Leadership
Three modules designed to understand the components of planning, accountability and school law. Module I: Strategic Planning - Setting a course of action for a school based on the state and federal guidelines as they relate to vision and mission of the school; Module II: Accountability & Assessment – Understanding the role of assessment in strategic planning; Module III: School Law – Knowing the legal parameters and responsibilities and their implications within a school setting.
LDG 626 (2) Cultural Responsive Leadership
Embracing diversity, social issues and cultural responsiveness resulting in a leader developing and nurturing them within the context of a school setting.
LDG 630 (3) Research, Analysis, and Design for Student Learning
The three components of assessment theory, research design and learning to analyze data are addressed resulting in leadership guided by decision-oriented educational research.
LDG 634 (3) Curriculum Design for Accountability
Three modules are designed for a leader to have a comprehensive understanding of the relationship between curriculum design and its impact on accountability. Module I: Standards-based Instruction – Gaining an understanding of instruction that is rooted in state and national standards; Module II: Curriculum Development – Learning how to design a developmental instructional sequence through alignment and mapping using standards; Module III: Support for Curriculum Design & Accountability – Knowing the tools of support to enable the design and mapping of content to have the greatest impact on learning.
LDG 636 (3) Assessment and Accountability in the Classroom
Three modules are designed to prepare the leader to maximize the implementation of assessment based upon effective use of curriculum design and accountability results. Module I: Designing Classroom Assessments – Learning how to implement curriculum and effectively assess with emphasis on differentiation for special populations; Module II: Analyzing Student Work – Understanding how to utilize assessment/accountability results through research-based models moving from individual student data to aggregated school data; Module III: Impacting Student Learning – Taking the elements of curriculum assessment and developing effective CSIPs and individual action plans for students scoring below grade level.
LDG 640 (2) Field Experience
Opportunities to work in authentic leadership settings, shadowing school leaders and engaging in projects that will benefit the educational growth of the school. Supervision and mentorship will be provided.
LDG 644 (3) Resource Management
Three modules designed to teach the prospective principal how to develop school budgets and non-academic programs to maximize their resources. Module I: Budget I – Utilizing state, federal and local funding for staffing within specific areas and ensuring CSIP (strategic planning) goals within a school; Module II: Budget II - Identifying school resources and how to effectively utilize budget allocations in a school, such as ESS,ESL, Title I, professional development and textbooks; Module III: Support Services – Understanding all the non-academic aspects of a school setting so they become an effective and efficient accomplishment of the school’s mission.
LDG 648 (3) Organizational Leadership and Management
Three modules that prepare the prospective principal in the areas of effective scheduling, discipline, safety, and school climate. Module I: School Climate – Understanding the importance and development of motivation, team-building, and personnel management in the school; Module II: School-wide Discipline & Safety – Developing and informing student social skills and safety through school-wide expectations, standards, and support systems, including crisis management; Module III: Scheduling – Learning to develop a model master schedule for the school, including student grouping patterns, extra-curricular activities, support services, and community agencies.
LDG 652 (3) Performance Assessment and Impact on Student Learning
Three modules teach how to utilize data and make decisions regarding school capacity, personnel evaluation, and effective professional development. Module I: Capacity Analysis – Learn to make data-driven decisions through student assessment analysis, classroom observation and the involvement of all school stakeholders; Module II: School Personnel Evaluation – Learning effective faculty evaluation and development from KTIP teachers through National Board certified teachers; Module III: Professional development – The what, when, how, and why of effective professional development meeting from school wide needs to the individual staff member.
LDG 656 (3) Legal Responsibilities
Understanding school law and its implications for principals, including statutes and requirements, personal and school liability, and teacher termination. This knowledge is then applied to the responsibilities and mandates of the school-based decision-making council.
LDG 660 (4) Internship in Leadership
100 clock hours in an authentic leadership setting, including designated time with the principal or administrative leader, attendance at district meetings, including school board, and doing research on a school related strategic activity. Supervision and mentorship will be provided.
