May 17, 2024  
2016-2017 Academic Catalog 
    
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2016-2017 Academic Catalog [Archived Catalog]

Course Descriptions

 
  

  • EDUC 202 - Foundations in Early Childhood Education and Early Intervention (Lec. 3, Cr. 3)

    Methods and materials of teaching and development of the young child, from birth to age eight, including children with special needs. Candidates will also explore the characteristics, identification, and development of children with special needs.

    Prerequisite: EDUC 192.

    Lec. 3 Cr. 3

    Field Experience 10 hours
  

  • EDUC 203 - Theories and Principles of Learning and Teaching (Lec. 3, Cr. 3)

    Practical application of research based on learning theory. An overview of teaching in today’s society and strategies of effective teaching.

    Lec. 3 Cr. 3

    Field Experience 10 hours
  

  • EDUC 204 - Orientation to Multicultural and Special Education (Lec. 3, Cr. 3)

    An interdisciplinary approach to multicultural education, comparative education, education of diverse learners, and child abuse regulations. For students considering a career in education or special education.

    Notes
    No duplicate credit for EDUC 204 and SPED 204.

    Lec. 3 Cr. 3

    Field Experience 10 hours
  

  • EDUC 205 - Fundamentals of Planning Instruction in Secondary Schools (Lec. 1, Cr. 1)

    Fundamental components of lesson planning for secondary schools specific to content standards within the student’s area of instruction.

    Lec. 1 Cr. 1
  

  • EDUC 216 - Introduction to Teaching Reading (Lec. 3, Cr. 3)

    Introductory course on a balanced approach to reading instruction.

    Lec. 3 Cr. 3

    Field Experience 10 hours
  

  • EDUC 217 - Phonics in Elementary School (Lec. 1, Cr. 1)

    Introduction to phonics in the elementary school using research-based concepts and instructional practices for teaching phonemic awareness and phonics to elementary student in order to increase their knowledge of sound/symbol relationships

    Lec. 1 Cr. 1
  

  • EDUC 219 - Practicum in Teaching Preschool (Lec. 1, Lab. 4, Cr. 3)

    Supervised laboratory experiences in the preschool. Restricted to Associate of Science in Early Childhood Education students.

    Notes
    No duplicate credit for EDUC 219 and EDUC 419.

    Prerequisite: Permission of department head.

    Lec. 1 Lab. 4 Cr. 3

    Field Experience 120 hours
  

  • EDUC 311 - Foundations of Teaching in K-12 Classrooms (Lec. 3, Cr. 3)

    Overview of the diverse learner, learning styles, instructional planning, classroom management and organization, assessment, instructional design, instructional strategies and teaching in K-12 classrooms. Focuses on instructional planning and delivery in diverse settings and content areas.

    Prerequisite: EDUC 200 or EDUC 499.

    Lec. 3 Cr. 3

    Field Experience 15 hours
  

  • EDUC 312 - Principles of Teaching and Instructional Processes in Secondary School (Lec. 3, Cr. 3)

    Instructional processes associated with teaching adolescents with diverse learner characteristics. Principles of learning, cognition, motivation, and social factors in the design of instruction in content areas.

    Prerequisite: EDUC 200 or EDUC 499.

    Lec. 3 Cr. 3

    Field Experience 15 hours
  

  • EDUC 316 - Methods of Teaching Reading in the Elementary School (Lec. 3, Cr. 3)

    Principles, practices, methods, and materials for designing and implementing a balanced approach to teaching reading in elementary school.

    Prerequisites: (EDUC 200 or EDUC 499) and EDUC 216.

    Lec. 3 Cr. 3

    Field Experience 15 hours

    Writing Enriched Course WE
  

  • EDUC 319 - Child Development (Lec. 2, Lab. 2, Cr. 3)

    Study of the development of children from birth to adolescence with emphasis on the various aspects of growth and their interrelationship.

    Notes
    No duplicate credit for EDUC 319 and FACS 321 or NUFS 321.

    Lec. 2 Lab. 2 Cr. 3

    Writing Enriched Course WE
  

  • EDUC 321 - Methods of Teaching Language Arts in the Elementary School (Lec. 3, Cr. 3)

    Content, methods, techniques, and evaluation procedures used in the teaching of oral and written English, spelling, handwriting, and listening.

    Prerequisite: EDUC 200 or EDUC 499. Corequisite: EDUC 329.

    Lec. 3 Cr. 3

    Field Experience 15 hours.
  

  • EDUC 322 - Methods of Teaching Social Studies in the Elementary School (Lec. 3, Cr. 3)

    Methods and materials related to the social studies curriculum.

    Prerequisite: EDUC 200. Corequisite: EDUC 321.

    Lec. 3 Cr. 3

    Field Experience 15 hours
  

  • EDUC 323 - Methods of Teaching Mathematics in the Elementary School (Grades K-8) (Lec. 3, Cr. 3)

    Overview of the mathematics curriculum in grades K-8. Methods and materials for presenting mathematics content in a developmentally appropriate manner. Exploration of assessment procedures.

    Prerequisite: EDUC 499.

    Lec. 3 Cr. 3

    Field Experience 15 hours
  

  • EDUC 324 - Methods of Teaching Science in Elementary and Middle School (Lec. 3, Cr. 3)

    Techniques of teaching, problems of teaching, and the proper use of materials for the science curriculum. Students explore a variety of evaluation procedures.

    Prerequisite: EDUC 200 or EDUC 499.

    Lec. 3 Cr. 3

    Field Experience 15 hours
  

  • EDUC 328 - Methods of Teaching Language Arts and Social Studies in the Elementary School (Grades 1-5) (Lec. 4, Cr. 4)

    Methods and materials related to the social studies and language arts curriculum. Covers thematic unit design, development, implementation of content material, teaching strategies, evaluation, and assessment procedures.

    Prerequisites: EDUC 200 and EDUC 203.

    Lec. 4 Cr. 4

    Field Experience 20 hours

    Writing Enriched Course WE
  

  • EDUC 329 - Methods of Teaching Social Living (Lec. 3, Cr. 3)

    Methods and materials related to the social studies and science curriculum. Application of national and state standards and benchmarks into the curriculum.

    Prerequisite: EDUC 200 or EDUC 499.

    Lec. 3 Cr. 3

    Field Experience 15 hours
  

  • EDUC 330 - Methods of Teaching in the Middle School (Grades 5-8) (Lec. 3, Cr. 3)

    Methods and materials for teaching content in the middle grades. Lesson planning, unit planning, teaching techniques and strategies, and classroom management skills.

    Prerequisite: EDUC 499.

    Lec. 3 Cr. 3

    Field Experience 15 hours
  

  • EDUC 333 - Methods and Materials in Reading for Secondary Teachers (Lec. 3, Cr. 3)

    Methods, materials, and techniques that contribute to effective application of reading skills in the subject matter areas.

    Prerequisite: EDUC 200 or EDUC 499.

    Lec. 3 Cr. 3

    Field Experience 15 hours
  

  • EDUC 334 - Elementary Math Methods I (Lec. 3, Cr. 3)

    Current principles, practices, methods, and materials for designing and implementing instruction in grades PK-5.

    Prerequisite: EDUC 200 or EDUC 499.

    Early Childhood majors must have taken EDUC 202. Elementary majors must have taken EDUC 203.

    Lec. 3 Cr. 3

    Field Experience 15 hours
  

  • EDUC 335 - Elementary Math Methods II (Lec. 3, Cr. 3)

    Current principles, practices, methods, and materials for designing and implementing instruction in grades PK-5.

    Prerequisites: EDUC 200 and EDUC 334.

    Lec. 3 Cr. 3

    Field Experience 15 hours
  

  • EDUC 336 - Assessment in Special and Inclusive Education (Lec. 3, Cr. 3)

    Review of laws affecting assessment of children for special education, ethics/multicultural aspects of assessment, basic test theory, formal and informal measures of achievement, and response to teaching intervention (RTI). Administration of informal tests and development of teaching goals based on RTI.

    Prerequisite: EDUC 200 or EDUC 499.

    Lec. 3 Cr. 3

    Field Experience 45 hours
  

  • EDUC 351 - Educational Measurements (Lec. 3, Cr. 3)

    Principles of tests and measurements in education.

    Prerequisite: EDUC 200 or EDUC 499.

    Lec. 3 Cr. 3
  

  • EDUC 402 - Methods, Models and Strategies for Teaching Mathematics in High School (Lec. 3, Cr. 3)

    Research-based methods and models of instruction for teaching mathematics: selection, development and application of cognitive models and strategies to lesson and unit design for diverse learners.

    Notes
    Designed for Mathematics Education majors.

    Prerequisites: EDUC 200, EDUC 204, EDUC 312, and EDUC 333.

    Lec. 3 Cr. 3

    Field Experience 20 hours
  

  • EDUC 403 - Methods, Models and Strategies for Teaching Science in High School (Lec. 3, Cr. 3)

    Research-based methods and models of instruction for teaching science: selection, development and application of cognitive models and strategies to lesson and unit design for diverse learners.

    Notes
    Designed for Biology Education and Chemistry Education majors.

    Prerequisites: EDUC 200, EDUC 204, EDUC 312, and EDUC 333.

    Lec. 3 Cr. 3

    Field Experience 20 hours
  

  • EDUC 404 - Methods, Models and Strategies for Teaching English in High School (Lec. 3, Cr. 3)

    Research-based methods and models of instruction for teaching English: selection, development and application of cognitive models and strategies to lesson and unit design for diverse learners.

    Notes
    Designed for English Education majors.

    Prerequisites: EDUC 200, EDUC 204, EDUC 312, and EDUC 333.

    Lec. 3 Cr. 3

    Field Experience 20 hours
  

  • EDUC 405 - Methods, Models and Strategies for Teaching Social Studies in High School (Lec. 3, Cr. 3)

    Research-based methods and models of instruction for teaching social studies: selection, development and application of cognitive models and strategies to lesson and unit design for diverse learners.

    Notes
    Designed for Social Studies Education majors.

    Prerequisites: EDUC 200, EDUC 204, EDUC 312, and EDUC 333

    Lec. 3 Cr. 3

    Field Experience 20 hours
  

  • EDUC 406 - Methods, Models and Strategies for Teaching Modern Foreign Languages in High School (Lec. 3, Cr. 3)

    Research-based methods and models of instruction for teaching foreign languages: selection, development and application of cognitive models and strategies to lesson and unit design for diverse learners.

    Notes
    Designed for Foreign Language Education majors.

    Prerequisites: EDUC 200, EDUC 204, EDUC 312, and EDUC 333

    Lec. 3 Cr. 3

    Field Experience 20 hours
  

  • EDUC 409 - Early Childhood Classroom Management and Field Experience (Lec. 2, Lab. 2, Cr. 3)

    Directed observation and teaching in typical early childhood classrooms designed to orient candidates to student teaching.

    Notes
    Prerequisite to student teaching. Must be scheduled during the regular semester prior to student teaching.

    Prerequisite: EDUC 200 or EDUC 499. Corequisites: EDUC 419 and EDUC 420.

    Lec. 2 Lab. 2 Cr. 3

    Field Experience 40 hours
  

  • EDUC 410 - Practicum in Classroom Management in the Elementary Classroom (Lec. 2, Lab. 2, Cr. 3)

    Field-based course with supervised participation and teaching in the elementary classroom. Lesson planning, methodology, and classroom management, assessment, and procedures in behavioral support with intervention strategies including a systematic behavioral assessement.

    Notes
    Prerequisite to student teaching. Must be scheduled during the regular semester prior to student teaching. No duplicate credit for EDUC 410 and EDUC 523 or EDUC 623.

    Prerequisite: EDUC 200 or EDUC 499.

    Lec. 2 Lab. 2 Cr. 3

    Field Experience 40 hours
  

  • EDUC 411 - Methods, Models and Strategies for Teaching in High School (Lec. 3, Cr. 3)

    Research-based methods and models of instruction in secondary content areas: selection, development and application of cognitive models and strategies to lesson and unit design for diverse learners.

    Prerequisite: EDUC 200 or EDUC 499.

    Lec. 3 Cr. 3

    Field Experience 15 hours
  

  • EDUC 412 - Secondary Classroom Management and Field Experience (Lec. 2, Lab. 2, Cr. 3)

    Managing the ecology of a typical high school classroom: teacher belief systems, student perceptions, socio-cultural and motivational issues; cognitive models for classroom management emphasized. Prerequisite to student teaching and must be scheduled during the semester prior to student teaching.

    Notes
    No duplicate credit for EDUC 412 and EDUC 525 or EDUC 625.

    Prerequisite: EDUC 200 or EDUC 499. Corequisite: Secondary Content Methods Course.

    Lec. 2 Lab. 2 Cr. 3

    Field Experience 40 hours

    Writing Enriched Course WE
  

  • EDUC 416 - Diagnostic and Remedial Reading in the Elementary School Practicum (Lec. 2, Lab. 2, Cr. 3)

    Practicum in a public K-5 setting, including characteristics of diagnosis and remedial teaching. Applications of diagnostic procedures and remedial techniques using special reading materials and evaluative devices.

    Notes
    No duplicate credit for EDUC 416 and EDUC 503 or EDUC 630.

    Prerequisites: (EDUC 200 or EDUC 499) and EDUC 316.

    Lec. 2 Lab. 2 Cr. 3

    Field Experience 40 hours
  

  • EDUC 419 - Early Childhood Assessment and Practicum I (Lec. 2, Lab. 2, Cr. 3)

    Offers prospective early childhood educators a practicum experience in a public Pre-K school setting. Candidates will be supervised throughout the semester by their cooperating teacher and college supervisor.

    Notes
    Must be taken in the semester prior to student teaching. No duplicate credit for EDUC 419 and EDUC 619.

    Corequisites: EDUC 409 and EDUC 420. Prerequisite: EDUC 200.

    Lec. 2 Lab. 2 Cr. 3

    Field Experience 60 hours
  

  • EDUC 420 - Early Childhood Assessment and Practicum II (Lec. 2, Lab. 2, Cr. 3)

    Offers prospective early childhood educators a practicum experience in a public kindergarten school setting. Candidates will be supervised throughout the semester by their cooperating teacher and college supervisor.

    Notes
    Must be taken in the semester prior to student teaching.

    Corequisites: EDUC 409 and EDUC 419. Prerequisite: EDUC 200 or EDUC 499.

    Lec. 2 Lab. 2 Cr. 3

    Field Experience 90 hours
  

  • EDUC 440 - Practicum in Secondary Education (Lec. 2, Lab. 2, Cr. 3)

    Field-based course with supervised participation and teaching in the primary and secondary teaching area in grades 6-12. Lesson planning, methodology, classroom management, assessment, and school/community engagement in diverse instructional settings. Prerequisite to student teaching and must be scheduled during the semester prior to student teaching.

    Prerequisites: EDUC 200, EDUC 312, EDUC 412, and content area methods courses. Permission of department head.

    Lec. 2 Lab. 2 Cr. 3

    Field Experience 40 hours
  

  • EDUC 467 - Teacher Residency in the Elementary Classroom (Lec. 0, Cr. 0)

    Field-based course where participating students create a capstone experience that allows candidates to exam their students’ performance levels, their own progress as teachers, and their students’ academic progress using K-5 surveys, candidate self-assessments, degree plans, and field experiences.

    Notes
    No duplicate credit for EDUC 467 and EDUC 567.

    Corequisite: EDUC 410. Prerequisite: EDUC 200 or EDUC 499.

    Lec. 0 Cr. 0
  

  • EDUC 468E - Student Teaching (Cr. 9 or 12)

    Full day experience in a school setting in grades 1-6. Classroom teaching, oral communication, and related activities in an all day assignment. Minimum of 200 actual teaching hours required. Mandatory attendance at seminars.

    Notes
    No duplicate credit for EDUC 468E and SPED 468.

    Prerequisites: EDUC 200, completion of all methods courses (C or higher), passing scores on the Praxis content-specific exam and Praxis: Principles of Learning and Teaching exam, and permission of Director of Student Teaching and Professional Education Services (ST/PES).

    Cr. 9 or 12

    Capstone Course CAP
  

  • EDUC 468P - Student Teaching (Cr. 9 or 12)

    Full day experience in a school setting in grades 1-3. Classroom teaching, oral communication, and related activities in an all day assignment. Minimum of 200 actual teaching hours required. Mandatory attendance at seminars.

    Notes
    No duplicate credit for EDUC 468P and SPED 468.

    Prerequisites: EDUC 200, completion of all methods courses (C or higher), passing scores on the Praxis content-specific exam and Praxis: Principles of Learning and Teaching exam, and permission of Director of Student Teaching and Professional Education Services (ST/PES).

    Cr. 9 or 12

    Capstone Course CAP
  

  • EDUC 468S - Student Teaching (Cr. 9 or 12)

    Full day experience in a school setting in grades 7-12. Classroom teaching, oral communication, and related activities in an all-day assignment. Minimum of 200 actual teaching hours required. Mandatory attendance at seminars.

    Notes
    No duplicate credit for EDUC 468S and SPED 468.

    Prerequisites: EDUC 200, completion of all methods courses (C or higher), passing scores on the Praxis content-specific exam and Praxis: Principles of Learning and Teaching exam, and permission of Director of Student Teaching and Professional Education Services (ST/PES).

    Cr. 9 or 12

    Capstone Course CAP
  

  • EDUC 483E - Student Teaching Non-Master’s Alternative Certification (Lab. 12, Cr. 6)

    Full-day experience in an elementary school setting. Minimum of 200 actual teaching hours must be completed with a minimum of 10 days in all-day teaching.

    Prerequisites: Bachelor’s degree, completion of all required education courses, EDUC 499, and passing scores on the Praxis: Principles of Learning and Teaching.

    Lab. 12 Cr. 6
  

  • EDUC 483M - Student Teaching Non-Master’s Alternative Certification (Lab. 12, Cr. 6)

    Full-day experience in a middle school setting. Minimum of 200 actual teaching hours must be completed with a minimum of 10 days in all-day teaching.

    Prerequisites: Bachelor’s degree, completion of all required education courses, EDUC 499, and passing scores on the Praxis: Principles of Learning and Teaching.

    Lab. 12 Cr. 6
  

  • EDUC 483P - Student Teaching Non-Master’s Alternative Certification (Lab. 12, Cr. 6)

    Full-day experience in an early childhood school setting. Minimum of 200 actual teaching hours must be completed with a minimum of 10 days in all-day teaching.

    Prerequisites: Bachelor’s degree, completion of all required education courses, EDUC 499, and passing scores on the Praxis: Principles of Learning and Teaching.

    Lab. 12 Cr. 6
  

  • EDUC 483S - Student Teaching Non-Master’s Alternative Certification (Lab. 12, Cr. 6)

    Full-day experience in a secondary school setting. Minimum of 200 actual teaching hours must be completed with a minimum of 10 days in all-day teaching.

    Prerequisites: Bachelor’s degree, completion of all required education courses, EDUC 499, and passing scores on the Praxis: Principles of Learning and Teaching.

    Lab. 12 Cr. 6
  

  • EDUC 485E - Internship Non-Master’s Alternative Certification (Lab. 6, Cr. 3)

    Inservice teachers seeking certification. Supervision provided by the principal or designated teacher, and a university supervisor. Intern will enroll for two semesters and credit given each semester. A minimum of 600 work hours is required.

    Prerequisites: Bachelor’s degree, completion of all required education courses, EDUC 499, and passing scores on the Praxis: Principles of Learning and Teaching.

    Lab. 6 Cr. 3
  

  • EDUC 485M - Internship Non-Master’s Alternative Certfication (Lab. 12, Cr. 3)

    Inservice teachers seeking certification. Supervision provided by the principal, a designated classroom teacher, and a university supervisor. Intern will enroll for two semesters and credit given each semester. A minimum of 600 work hours is required.

    Prerequisites: Bachelor’s degree, completion of all required education courses, EDUC 499, and passing scores on the Praxis: Principles of Learning and Teaching.

    Lab. 12 Cr. 3
  

  • EDUC 485P - Internship Non-Master’s Alternative Certification (Lab. 6, Cr. 3)

    Early childhood inservice teachers seeking certification. Supervision provided by the principal, a designated classroom teacher, and a university supervisor. Intern will enroll for two semesters and credit given each semester. A minimum of 600 work hours is required.

    Prerequisites: Bachelor’s degree, completion of all required education courses, EDUC 499, and passing scores on the Praxis: Principles of Learning and Teaching.

    Lab. 6 Cr. 3
  

  • EDUC 485S - Internship Non-Master’s Alternative Certification (Lab. 6, Cr. 3)

    Secondary inservice teachers seeking certification. Supervision provided by the principal, a designated classroom teacher, and a university supervisor. Intern will enroll for two semesters and credit given each semester. A minimum of 600 work hours is required.

    Prerequisites: Bachelor’s degree, completion of all required education courses, EDUC 499, and passing scores on the Praxis: Principles of Learning and Teaching.

    Lab. 6 Cr. 3
  

  • EDUC 499 - Entrance into the Non-Master’s Alternative Program

    Students planning to be teachers through the non-master’s alternative program must make application through the TeachSWLA office and the Graduate School. Upon admission, a grade of “S” (satisfactory) or “U” (unsatisfactory) will be assigned.

    Prerequisites: Bachelor’s degree with a minimum GPA of 2.5 and passing scores on Praxis I (PPST) and Praxis II (content-specific exam).

    Cr. 0
  

  • EDUC 503 - Diagnosis and Remediation of Reading Difficulties (Lec. 3, Cr. 3)

    Study of the characteristics of diagnosis and remedial teaching. Candidates will complete 30 hours of field experience in which they apply diagnostic procedures and remedial techniques using special reading materials and evaluative devices.

    Notes
    No duplicate credit for EDUC 503 and EDUC 416 or EDUC 630.

    Prerequisites: EDUC 599 and EDUC 642.

    Lec. 3 Cr. 3
  

  • EDUC 523 - Classroom Management and Organization in Elementary Schools (Lec. 3, Cr. 3)

    Strategies for promoting positive learning climates in the elementary school. Attendance at seminars will be required.

    Notes
    Designed for alternative certification. To be taken the semester prior to student teaching or internship. No duplicate credit for EDUC 523 and EDUC 410 or EDUC 623.

    Prerequisites: ELIT 600 and EDUC 599.

    Lec. 3 Cr. 3

    Field Experience 20 hours
  

  • EDUC 525 - Classroom Management and Organization in Secondary Schools (Lec. 3, Cr. 3)

    Strategies for promoting positive learning climates in the secondary school. Attendance at seminars will be required.

    Notes
    Designed for alternative certification. Must be scheduled during the regular semester prior to student teaching or internship. No duplicate credit for EDUC 525 and EDUC 412 or EDUC 625.

    Prerequisite: EDUC 599.

    Lec. 3 Cr. 3

    Field Experience 20 hours
  

  • EDUC 599 - Admission to the Master of Arts in Teaching Program (Cr. 0)

    Candidates seeking admission to the Master of Arts in Teaching program must be admitted to the institution for graduate study then meet program admission criteria identified as prerequisites to this course. Once an EDUC 599 application is submitted, candidates will be assigned a grade of “S” (satisfactory) or “U” (unsatisfactory).

    Prerequisites: 12-15 hours of core courses (vary per program); acceptable Praxis I, ACT, or SAT scores; and acceptable Praxis II scores (specialty exam only).

    Cr. 0
  

  • EDUC 606 - Foundations of Advanced Teaching (Lec. 3, Cr. 3)

    Introduction to the best practices of teaching and learning. Will examine theory, research, and best practices as related to the learning environment. An examination of core principles, standards, and skills to be effective classroom teachers based on the National Board for Professional Teaching Standards (NBPTS).

    Lec. 3 Cr. 3
  

  • EDUC 610 - Methods of Teaching Mathematics in Early Childhood (Lec. 3, Cr. 3)

    Methods and materials for teaching the mathematics content appropriate for the early childhood years. Study of current research on the teaching and learning of mathematics in early childhood.

    Prerequisite: EDUC 603.

    Lec. 3 Cr. 3
  

  • EDUC 618 - Elementary School Language Arts Program (Lec. 3, Cr. 3)

    Comprehensive study of recent research and current practices and trends in teaching the language arts in the elementary school. Emphasis is placed on oral and written language, listening, spelling, and handwriting.

    Lec. 3 Cr. 3
  

  • EDUC 619 - Early Childhood Education I (Lec. 3, Cr. 3)

    Basic concepts, goals, and principles underlying development of programs; administrative and supervisory considerations, developments of balanced curriculum, program planning, and equipment.

    Lec. 3 Cr. 3
  

  • EDUC 620 - Early Childhood Education II (Lec. 3, Cr. 3)

    Exploration of effective learning environments, curriculum content, methods, materials, and assessment. Trends in early childhood education as shown in past and current educational theory.

    Lec. 3 Cr. 3
  

  • EDUC 621 - Elementary School Mathematics Program (Lec. 3, Cr. 3)

    Methods and materials for teaching mathematics appropriate for the elementary school.

    Prerequisite: EDUC 599.

    Lec. 3 Cr. 3

    Field Experience 20 hours
  

  • EDUC 622 - Special Topics in Reading Education (Lec. 3, Cr. 3)

    Topics relative to theory and practice in reading education. Course content will vary according to expressed needs. May be offered as a workshop. Independent readings and/or research will be required.

    Notes
    May be repeated as topics vary to accrue a total of 6 credit hours. Credit cannot be used toward a graduate degree in the Department of Education Professions.

    Lec. 3 Cr. 3
  

  • EDUC 624 - Reading in the Content Area (Lec. 3, Cr. 3)

    Study of the methods, materials, and techniques which contribute to making an effective application of reading comprehension skills in the subject matter area. Applicable to elementary and secondary teachers.

    Prerequisite: EDUC 599.

    Lec. 3 Cr. 3

    Field Experience 10 hours
  

  • EDUC 627 - Foundations of Reading in the Elementary School (Lec. 3, Cr. 3)

    Emphasis on research-based best practices regarding the foundations of reading: phonemic awareness, phonics, fluency, vocabulary, comprehension, writing/spelling, and language development. Attempts are made to see skills and learning in sequential patterns. Field-based activities are employed. National Board Certification, advanced study, and research are stressed.

    Prerequisite: EDUC 603

    Lec. 3 Cr. 3
  

  • EDUC 628 - Elementary Mathematics Methods (Lec. 3, Cr. 3)

    Advanced theory and practices related to materials, methods, and procedures for effective presentation of elementary mathematics. Investigation and analysis of elementary mathematics curriculum and practices based on guidelines of the National Council for Teachers of Mathematics. Principles and standards of the National Board for Professional Teaching Standards as applied to the teaching of elementary mathematics curriculum.

    Prerequisite: EDUC 603.

    Lec. 3 Cr. 3
  

  • EDUC 629 - Trends and Issues in Secondary Education (Lec. 3, Cr. 3)

    Guidance in teaching content to students at the high school level, with an overview of contemporary context for organizing the classroom, assessing students, and pedagogical issues.

    Prerequisite: EDUC 603.

    Lec. 3 Cr. 3
  

  • EDUC 631 - Reading Assessment, Diagnosis and Intervention (Lec. 3, Cr. 3)

    Using varied assessment instruments candidates will diagnose, prescribe, and implement research-based interventions for a struggling reader. Candidates will complete 30 hours of field experience.

    Prerequisites: EDUC 603 and EDUC 627.

    Lec. 3 Cr. 3
  

  • EDUC 632 - Practicum in Correction of Reading Difficulties (Lec. 1, Lab. 4, Cr. 3)

    Minimum of 32 clock hours of supervised remediation procedures applied to children having a variety of reading disabilities.

    When Offered
    Offered during summer session only.

    Prerequisites: EDUC 603 and EDUC 631.

    Lec. 1 Lab. 4 Cr. 3
  

  • EDUC 633 - Reading and Language Development: Early Childhood K-3 (Lec. 3, Cr. 3)

    Emphasis on reading as a thinking process which incorporates language development, learning styles, and individual differences. Attempts are made to see skills and learning in sequential patterns. Simulated exercises, field experiences, and the utilization of resources are encouraged.

    Prerequisite: EDUC 603.

    Lec. 3 Cr. 3
  

  • EDUC 635 - Principles of Learning and Teaching in Secondary Education (Lec. 3, Cr. 3)

    Overview of teaching styles, learning styles, instruction, and assessment in 6-12 classrooms. Focuses on cognition, engagement, and social factors in instructional planning and delivery for diverse settings and content areas.

    Lec. 3 Cr. 3
  

  • EDUC 640 - Pedagogies of Assessment and Intervention for Reluctant Learners (Lec. 3, Cr. 3)

    Explores contemporary issues related to reluctant learners in secondary academic settings. Theories and practice of formative assessment are examined with implications for successfully teaching diverse, reluctant to learn, secondary youth. Nature and needs of reluctant learners is examined through various theoretical lenses as well as intervention pedagogies and instructional practices designed to target learning goals and support academic success.

    Prerequisite: EDUC 599.

    Lec. 3 Cr. 3

    Field Experience 15 hours
  

  • EDUC 642 - Reading in the Elementary School (Lec. 3, Cr. 3)

    Principles, practices, methods, and materials for devising and implementing an effective reading program in grades 1-6. Research findings will be linked to their application.

    Lec. 3 Cr. 3

    Field Experience 10 hours
  

  • EDUC 643 - Teaching Reading for the Diverse Learner (Lec. 3, Cr. 3)

    Examination of the needs of diverse learners in today’s multicultural classroom. Process of recognizing and analyzing the strengths and special needs of diverse learners to include English as a second language learners. Assessments and evaluations of literacy instruction; connection between linguistics and literacy learning; factors that affect literacy learning; researched based strategies including visual literacy.

    Notes
    No duplicate credit for EDUC 643 and ELIT 643.

    Prerequisites: EDUC 599 and EDUC 642.

    Lec. 3 Cr. 3

    Field Experience 20 hours
  

  • EDUC 644 - Seminar in Reading Curriculum for Culturally Diverse Learners (Lec. 3, Cr. 3)

    Examination of culturally diverse learners in today’s classrooms. Focuses on recognizing and analyzing literacy development of English Language Learners. Topics include: assessments and evaluations of literacy instruction; connection between linguistics and literacy learning; factors that affect literacy learning; and researched-based strategies including visual literacy. Field-based case study required.

    Notes
    No duplicate credit for EDUC 644 and ELIT 644.

    Prerequisite: EDUC 603 or permission of department head.

    Lec. 3 Cr. 3
  

  • EDUC 645 - Reading in the Content Area for Elementary and Secondary Teachers (Lec. 3, Cr. 3)

    Analysis of research-based best practices which contribute to making an effective application of reading comprehension skills in the subject matter content.

    Notes
    No duplicate credit for EDUC 645 and ELIT 645.

    Prerequisite: EDUC 603.

    Lec. 3 Cr. 3
  

  • EDUC 647 - Educational Foundations (Lec. 3, Cr. 3)

    Multicultural education, comparative education, and education of the diverse learner.

    Lec. 3 Cr. 3

    Field Experience 10 hours
  

  • EDUC 650 - Practicum in Early Childhood Education (Lec. 1, Lab. 4, Cr. 3)

    Supervised laboratory experience in teaching nursery and kindergarten children.

    Prerequisite: EDUC 603.

    Lec. 1 Lab. 4 Cr. 3
  

  • EDUC 654 - Problems in Measurement and Evaluation (Lec. 3, Cr. 3)

    An exploration of the problems related to measurement and evaluation of achievement in various curricula areas. Both standardized and classroom measurement and evaluation are explored.

    Prerequisite: EDUC 599.

    Lec. 3 Cr. 3

    Field Experience 10 hours
  

  • EDUC 655 - Supervision of Student Teachers (Lec. 3, Cr. 3)

    Principles of supervision as they apply to the supervision of student teachers. Includes orientation, observation, experiences, conferences, and evaluation of student teachers; supervisor-student teacher relationships, directing classroom and extra class activities, and promoting professional growth of the student teacher.

    Lec. 3 Cr. 3
  

  • EDUC 656 - Workshop in Early Childhood Education (Cr. 3)

    Exploration of significant developments and concerns related to early childhood education.

    Notes
    May be repeated as topics vary to accrue a total of 6 credit hours.

    Cr. 3
  

  • EDUC 658 - Trends and Issues in Elementary Education (Lec. 3, Cr. 3)

    Contemporary issues confronting the modern elementary school; current problems, innovations and proposed changes which affect the total elementary school program. Trends and issues that are developing at the national level. Principles and standards of the National Board for Professional Teaching Standards (NBPTS) as applied to the teaching of the elementary curriculum.

    Prerequisite: EDUC 603.

    Lec. 3 Cr. 3
  

  • EDUC 659 - Special Topics in Early Childhood and Elementary Education (Cr. 3)

    Topics will vary according to expressed needs. May be offered as a workshop.

    Notes
    May be repeated as topics vary to accrue a total of 6 credit hours. Credit cannot be used toward a graduate degree in the Department of Education Professions.

    Cr. 3
  

  • EDUC 668 - The Secondary School (Lec. 3, Cr. 3)

    Societal forces influencing the development of the secondary school, and methods and strategies necessary for secondary school students of today to become productive citizens. Aids the candidate in the development of an orientation to teaching and learning in today’s secondary schools and a more complete understanding of the nature and function of the secondary school.

    Prerequisite: EDUC 603.

    Lec. 3 Cr. 3
  

  • EDUC 670 - Research II: Applied Educational Research (Lec. 3, Cr. 3)

    Application and analyses of educational research methods with emphasis on action research studies focused on emerging issues in education. Design and implementation of research study in P-12 school setting required.

    Notes
    No duplicate credit for EDUC 670 and ELIT 670.

    Prerequisite: EDLD 600.

    Lec. 3 Cr. 3
  

  • EDUC 675 - Instructional Strategies for Teaching Higher Order Thinking (Lec. 3, Cr. 3)

    Examines theoretical perspectives regarding thinking skills and identifies thinking skills implemented in the secondary school curriculum. Examines a number of strategies for teaching thinking and developing techniques for implementing in the secondary classroom.

    Prerequisite: EDUC 603.

    Lec. 3 Cr. 3
  

  • EDUC 678 - Seminar in Teaching Strategies (Lec. 3, Cr. 3)

    Examines theoretical underpinnings of widely-used instructional methodologies and applies development of these instructional strategies to teaching diverse populations in today’s secondary classrooms.

     

    Prerequisite: EDUC 599.

    Lec. 3 Cr. 3

    Field Experience 20 hours
  

  • EDUC 683 - MAT Clinical Experience (Lab. 12, Cr. 6)

    Full day experience in an elementary or secondary school setting. A minimum of 200 actual teaching hours must be completed with a minimum of ten days in all day teaching.

    Prerequisites: EDUC 599 and passing score on the PRAXIS II: Principles of Learning and Teaching.

    Lab. 12 Cr. 6
  

  • EDUC 685 - Internship (Lab. 6, Cr. 3)

    Designed for inservice teachers seeking certification. Supervision provided by the principal, a designated classroom teacher, and a university supervisor.

    Notes
    Intern will enroll in this course for two semesters with credit given each semester.

    Prerequisites: Bachelor’s degree, completion of required education courses, full-time teaching assignment, EDUC 200, and passing scores on the PRAXIS II: Principles of Learning and Teaching and the specialty area, or EDUC 599.

    Lab. 6 Cr. 3
  

  • EDUC 686 - Characteristics of Gifted Individuals (Lec. 3, Cr. 3)

    Characteristics, needs, and learning difficulties of gifted/creative children. Overview of programs, strategies, and curricular adjustments for gifted.

    Prerequisite: EDUC 603 or permission of the department head.

    Lec. 3 Cr. 3
  

  • EDUC 687 - Social and Emotional Needs of the Gifted (Lec. 3, Cr. 3)

    Review of the effective growth including adjustment problems experienced by gifted persons. Design and adaptation of curricular materials/activities suitable for use with gifted children in areas of affective, social, or self-development. Study of current counseling techniques and application with gifted children and youth.

    Prerequisite: EDUC 603 or permission of the department head.

    Lec. 3 Cr. 3
  

  • EDUC 688 - Methods for Teaching the Academically Gifted (Lec. 3, Cr. 3)

    Curriculum development and strategies for teaching the gifted; development and evaluation of educational plans/differential unit.

    Notes
    No duplicate credit for EDUC 688 and SPED 652.

    Prerequisites: EDUC 603 and EDUC 686 or permission of department head.

    Lec. 3 Cr. 3
  

  • EDUC 689 - Creative Thinking and Problem Solving (Lec. 3, Cr. 3)

    Exploration and examination of creativity, creative thinking, and problem solving, including personal creative thinking and behavior. Development of curricular activities that stimulate creativity and transfer of learning to “real world.”

    Prerequisite: EDUC 603 or permission of department head.

    Lec. 3 Cr. 3
  

  • EDUC 690 - Practicum in Curriculum and Instruction (Lec. 1, Lab. 4, Cr. 3)

    Field-based course with supervised clinical experiences related to curriculum and instruction concentration area.

    Notes
    May be repeated as topics vary to accrue a total of 6 credit hours.

    Prerequisites: EDUC 603 and permission of department head.

    Lec. 1 Lab. 4 Cr. 3
  

  • EDUC 691 - Science Curriculum for the Elementary School (Lec. 3, Cr. 3)

    Designed to orient teachers to a particular experimental science curriculum and to instruct them in the use of methods and materials related to the curriculum.

    Prerequisite: EDUC 603.

    Lec. 3 Cr. 3
  

  • EDUC 692 - Social Studies Curriculum for the Elementary School (Lec. 3, Cr. 3)

    Designed to incorporate national and state standards into the development of a social studies curriculum. Instruction in the use of methods and materials related to the teaching of social studies.

    Prerequisite: EDUC 603.

    Lec. 3 Cr. 3
  

  • EDUC 694 - Science and Social Studies Curriculum for the Elementary School (Lec. 3, Cr. 3)

    Methods and materials related to the science and social studies curriculum. The application of national and state standards and benchmarks into the curriculum will be central to the course.

    Prerequisite: EDUC 599.

    Lec. 3 Cr. 3

    Field Experience 15 hours
  

  • EDUC 699 - Research III: Seminar in Educational Research (Lec. 3, Cr. 3)

    Graduate research project in area of concentration directed by graduate faculty member. Research study in P-12 school setting required. Results of research study and comprehensive portfolio presented to graduate faculty committee.

    Notes
    Must be taken during candidate’s final semester.

    Prerequisites: EDUC 670, completion of all course work in selected concentration area, and permission of department head.

    Lec. 3 Cr. 3
  

  • ELEN 220 - Networks I (Lec. 2. Lab. 3, Cr. 3)

    Study of AC circuit analysis in time and frequency domains, transformed networks, three phase circuits, AC power analysis, frequency response analysis, magnetically coupled circuits, and two-port networks. The lab activities include AC and DC circuit analysis and design.

    Notes
    No duplicate credit for ELEN 220 and ELEN 302.

    Prerequisite: ENGR 211.

    Lec. 2, Lab. 3 Cr. 3
  

  • ELEN 260 - Digital Systems Design (Lec. 3, Cr. 3)

    Number systems, Boolean algebra, combination and sequential digital system design techniques, registers, counters and the memory unit, algorithmic state machine.

    Prerequisites: CSCI 180 or ENGR 211 or permission of department head.

    Lec. 3 Cr. 3
  

  • ELEN 261 - Digital Systems Design Laboratory (Lab. 3, Cr. 1)

    Computer experience with number systems and Boolean Algebra to study digital systems design concepts.

    Prerequisite:Credit or registration in ELEN 260.

    Lab. 3 Cr. 1
  

  • ELEN 304 - Networks II (Lec. 3, Cr. 3)

    Signals and systems analysis in the time and frequency domain, sampling theory, digital filter design, spectral estimation, and introduction to digital signal processing.

    Prerequisite: ELEN 220

    Lec. 3 Cr. 3
  

  • ELEN 314 - Programmable Logic Controllers (Lec. 2, Lab. 3, Cr. 3)

    Programmable Logic Controller (PLC) types and hardware components, conversion of hard-wired ladder logic to PLC programs, field devices, best practices for PLC systems, and PLC programming including latches, timers, counters, program control, and comparison instructions.

    Prerequisite:  ELEN 260 or permission of department head.

    Lec. 2 Lab. 3 Cr. 3
 

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