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Education Courses

EDU 201 Foundations of Education

An introductory analysis of contemporary American education: its structure, objectives and problems, viewed through various social, philosophical and historical perspectives and studied in theory and action through seminars, field observation and on-site experiences in public schools.
Fall, 3 credits

EDU 210 Child Development

This course will explore human growth and development from birth through grade 6. Both learning and behavior will be examined within their physical, intellectual, emotional and social/ cultural concepts. Emphasis will be placed upon normal rather than abnormal behavior, although abnormal behaviors will be briefly explored. Students will be provided with the skills to identity factors that contribute to learner diversity. These factors include, but are not limited to, language development, home environments, socioeconomic status, racial and cultural identity models, and multiple intelligence concepts. Contemporary issues which may affect the development and functioning of today's youth will also be a strand of study.
Fall, 3 credits

EDU 250 Educational Psychology

This course is designed to promote a greater understanding of the principles underlying the task of guiding children toward maximum learning opportunities and self realization. It will provide a greater understanding of the learning process, of learning situations, and of the learner him/herself in dynamic interaction. Functional insights into various aspects of the teaching/ learning process will be examined. Theories and research on cognitive and emotional development in children will be presented. Students will be encouraged to recognize and understand patterns with in psychological principles, perceive and comprehend how different facets of psychology interrelate, and to apply these recognitions to actual classroom situations and scenarios. A greater awareness and understating of different factors involved in learning and teaching will be developed.
Spring, 3 credits

EDU 260 Introduction to Special Education/Inclusion

The effect of litigation regarding individuals with disabilities will be examined with particular emphasis on the concept of the "least restrictive environment." Procedural requirements including referral, evaluation, and placement procedures, and the individualized Education Program (IEP), will be examined as they pertain to students with disabilities receiving their education in the least restrictive environment. The characteristics and learning needs of the students classified as "exceptional" will be studied as well as the preferred teaching strategies and behavior management techniques utilized to ensure these students receive an appropriate and effective education when included in the general education classroom.
Fall, 3 credits

EDU 265 Technology in Education

The impact of computer technology on the instructional learning process is important for today's educators to acknowledge. This course is designed to familiarize the student with the necessary skill base required to meet the demands of effective integration of technology into daily instructional programs. The student will become aware of the technology benchmarks today's educators to draw upon in order to facilitate the learning process and address the needs of a society in which innovation doubles rapidly. Students will come away from this course with a newly found confidence in the use of technology and growing appreciation for the increased dimension technology can bring to the learning process.
Fall, 3 credits

EDU 270 Curriculum Planning /Multicultural

Curriculum design is the responsibility of every teacher regardless of the grade level or subject taught. Working within the parameters of a suggested framework, every teacher needs to be able to include all the topics necessary to best prepare the student to be successful citizens. Teachers must also be able to integrate the latest approaches into their instruction in an effort to meet the needs of a diverse learning community and prepare them appropriately for the rigors of testing and the demands of society outside the classroom. This course will help the pre-teacher develop the skills and strategies necessary to create curriculum successfully. Strategies related to interdisciplinary instruction, brainstorming and collegial unit planning will be investigated. The pre- teacher will discover how develop curriculum in manner which empowers instruction and learning.
Spring, 3 credits

EDU 280 Classroom Management

The most overwhelming challenge new teachers face is that of effective classroom management. Intent as it relates to achievement can be undermined if strategies are not in place to insure success. This course is designed to examine classroom management and will explore ways of promoting student motivation and self discipline. Whenever possible, research based findings will be incorporated into instruction. Through this course the student will begin to formulate a personal philosophy and to begin to design a basic plan for organization and functional success. Students will develop an understanding that educational leadership is essential to all educators and that management plays a large part in being a understating that educational leadership is essential to all educators and that management plays a large part in being a leader. This course will promote a greater understanding of the principles underlying the task of managing the classroom.
Spring, 3 credits

EDU 301A Integrated Methods-Reading/Writing and Language Development Grades 1-6

An integrated pre-student teaching methods and materials course covering theory and practice in teaching the curriculum grade 1 to grade 6. Students begin the semester by attending the on-campus component of the course (five days a week). During this time three faculty members present material covering the overall course objectives for his/her area. Students are assigned to local elementary schools five mornings and two afternoons in the second component of the course. Students actively participate in the assigned classroom practicing the methods and skills of teaching across all areas of the curriculum. Students are supervised by cooperating teachers and college professors. Also during this component of the course weekly seminars are conducted on campus (one afternoon) where evaluation and continued development of teaching methods and skills covered.
Fall, 6 credits

EDU 301B Integrated Methods-Social Studies/ Language Arts Grades 1-6

An integrated pre-student teaching methods and materials course covering theory and practice in teaching the curriculum grade 1 to grade 6. Students begin the semester by attending the on-campus component of the course (five days a week). During this time three faculty members present material covering the overall course objectives for his/her area. Students are assigned to local elementary schools five morning and two afternoons in the second component of the course. Students actively participate in the assigned classroom practicing the methods and skills of teaching across all areas of the curriculum. Students are supervised by cooperating teachers and college professors. Also during this component of the course weekly seminars are conducted on campus (one afternoon) where evaluation and continued development of teaching methods and skills covered.
Fall, 6 credits

EDU 301C Integrated Methods-Mathematics/Science - Grades 1-6

An integrated pre-student teaching methods and materials course covering theory and practice in teaching the curriculum grade 1 to grade 6. Students begin the semester by attending the on-campus component of the course (five days a week). During this time three faculty members present material covering the overall course objectives for his/her area. Students are assigned to local elementary schools five morning and two afternoons in the second component of the course. Students actively participate in the assigned classroom practicing the methods and skills of teaching across all areas of the curriculum. Students are supervised by cooperating teachers and college professors. Also during this component of the course weekly seminars are conducted on campus (one afternoon) where evaluation and continued development of teaching methods and skills covered.
Fall, 6 credits

EDU 401 Student Teaching and Seminar

Student Teaching is the culminating experience for education students and is required for completion of the Education Program. This capstone course provides actual teaching activity all day, everyday throughout the semester where the student will blend theory with practice. Participants will demonstrate various teaching strategies which will be observed (often videotaped) by college supervisors.

The student teaching seminar complements the student teaching experience. The purpose of this seminar is to assist, support, and facilitate the student teacher in his/her teaching. It is designed to analyze successes and failures, meet challenges, and learn from all of these experiences. Through sharing of personal experiences, participants will address current educational issues which affect children in our schools. Such topics will include workshops on drugs, health, consumer science, etc. These experiences in student teaching and the seminar are based on the conceptual framework (purpose) and the mission of the Division of Education as described in the college bulletin.
Spring, 12 credits