Mar 29, 2024  
2018-2019 Academic Catalog 
    
2018-2019 Academic Catalog [Archived Catalog]

Course Descriptions


 
  
  • EDTC 610 - Visual Learning (Lec. 3, Cr. 3)


    Theoretical and practical aspects of using visuals instruction, with an emphasis in current research in visual literacy and visual learning.

    Lec. 3 Cr. 3

  
  • EDTC 611 - Learning and Cognition (Lec. 3, Cr. 3)


    Promoting and disseminating interdisciplinary advances in theory and research of cognition and learning. Important developments in theory into training/teaching/learning environments.

    Lec. 3 Cr. 3

  
  • EDTC 614 - Survey of Educational Telecommunications, Networks, and the Internet (Lec. 3, Cr. 3)


    Survey of the planning, development, implementation and management of distance learning; networking; and using Internet use for teaching and learning.

    Notes
    No duplicate credit for EDTC 614 and EDTC 622.

    Lec. 3 Cr. 3

  
  • EDTC 617 - Educational Technology Research and Assessment: Instructional Media Design (Lec. 3, Cr. 3)


    Identification and application of educational and technology-related research, the psychology of learning, and instructional design principles guiding the use of computers and related technologies in education.

    Notes
    No duplicate credit for EDTC 617 and EDTC 659.

    Lec. 3 Cr. 3

  
  • EDTC 620 - Qualitative Research (Lec. 3, Cr. 3)


    Focuses on qualitative methods and tools, needs assessment, instructional design, media design and development, formative evaluation, etc., as well as related professional skills, such as consulting and project management.

    Lec. 3 Cr. 3

  
  • EDTC 621 - Advanced Telecommunications and Distance Learning (Lec. 3, Cr. 3)


    Curriculum standards, distance and electronic learning technologies, methodologies for instruction and student support, networking support and management, end-user support or troubleshooting.

    Notes
    No duplicate credit for EDTC 621 and EDTC 657.

    Lec. 3 Cr. 3

  
  • EDTC 624 - Directed Study in Educational Technology (Lec. 3, Cr. 3)


    Project-based synthesis of educational technology skills. Field-oriented course emphasizing creative or scholarly work integrating various elements of educational technology in instructional enterprises.

    Lec. 3 Cr. 3

  
  • EDTC 625 - Technology Planning and Administration (Lec. 3, Cr. 3)


    Focus on the development of knowledge and skills in: grant writing, technology planning, facilities and resource management, technology staff and personnel management, funding in budgetary issues, technology policies and procedures, school connectivity planning and design, and purchasing practices.

    Notes
    No duplicate credit for EDTC 625 and EDTC 630.

    Lec. 3 Cr. 3

  
  • EDTC 626 - Principles of Graphics Communication and Desktop Publishing (Lec. 3, Cr. 3)


    Language and design of graphic communication, principles of visual arts, basic design principles, picture editing, and desktop publishing.

    Lec. 3 Cr. 3

  
  • EDTC 627 - Mobile Technologies (Lec. 3, Cr. 3)


    Focus on the impact of mobile technologies on education, business, government, and health organizations. Identify ways to increase efficiency and innovation to promote access to work, entertainment, information, and family.

    Lec. 3 Cr. 3

  
  • EDTC 628 - Emerging Instructional Technologies (Lec. 3, Cr. 3)


    Modern computer multimedia technologies in education, business, government, and health organization. Constructivist’s teaching including project-based learning and higher order thinking skill.

    Notes
    No duplicate credit for EDTC 628 and EDTC 658.

    Lec. 3 Cr. 3

  
  • EDTC 629 - Professional Development for K-12 Technology Integration (Lec. 3, Cr. 3)


    State and national standards; current professional development issues and technology tool; curriculum and design; instructional program; implementing, and evaluating professional development for K-12 technology integration.

    Notes
    No duplicate credit for EDTC 629 and EDTC 665.

    Lec. 3 Cr. 3

  
  • EDTC 631 - Special Topics in Educational Technology (Lec. 3, Cr. 3)


    In-depth studies of special topics applying technology use and multimedia development to various aspects of education.

    Notes
    May be repeated as topics vary to accrue a total of 6 credit hours. No duplicate credit for EDTC 631 and EDTC 650.

    Prerequisite(s): Permission of department head.

    Lec. 3 Cr. 3

  
  • EDTC 634 - Video Technology in Education (Lec. 3, Cr. 3)


    Collaborate groups, class discussions, readings, lectures, multimedia presentations, critical reflections, self-evaluations, peer evaluations, authentic projects, oral presentations, project and movie critiques, field observations and problem solving using case studies.

    Lec. 3 Cr. 3

  
  • EDTC 636 - Organizational Change in Technology Integration (Lec. 3, Cr. 3)


    Focus on the use of mentoring of individuals and/or small groups to implement educational and organizational change: develop organizational visioning strategies; employ change strategies for implementing new organizational programs.

    Lec. 3 Cr. 3

  
  • EDTC 637 - Technology Leadership in Schools (Lec. 3, Cr. 3)


    Foundation skills for managing technology for teaching and learning at school site:  instructional design, integration with standards, logistics, training, and implementation.

    Notes
    No duplicate credit for EDTC 637 and EDLD 637, EDTC 640, or ELIT 640.

    Lec. 3 Cr. 3

  
  • EDTC 639 - Independent Research in Educational Technology (Lec. 3, Cr. 3)


    Research techniques applied to administration of educational technology; analysis of content and audience characteristics, effects of educational and commercial communications, and related fields. Culminating portfolio development.

    Notes
    No duplicate credit for EDTC 639 and EDTC 623. Must be taken in the last semester of the Master of Education in educational technology leadership and Master of Science in instructional technology programs.

    Prerequisite(s): Permission of department head.

    Lec. 3 Cr. 3

  
  • EDUC 110 - Portfolio Management for Teacher Education Programs and Certifications (Cr. 0)


    Mandatory attendance at workshop designed to assist entering undergraduate and post-baccalaureate candidates in teacher education programs with understanding the e-Portfolio system, program guidelines, and portal expectations. Candidates will be assessed a $133 Portfolio Management fee which will provide a five-year license to Via by Watermark Insights.

    Notes
    Candidates are expected to enroll in this course during the first semester of a teacher education program.

    Cr. 0

  
  • EDUC 191 - Praxis Test-Taking Preparation (Lec. 1, Cr. 1)


    Content and strategies related to the Praxis I examination. Students will be assigned a grade of “S” or “U”.  

    Notes
    Credits for this course may not be applied toward a degree.

    Lec. 1 Cr. 1

  
  • EDUC 192 - Foundations of Early Childhood Education (Lec. 2, Lab. 2, Cr. 3)


    Early Childhood educational theories and philosophies, school organization, professional ethics, and an overview and practical application of school curriculum and instruction.

    Notes
    No duplicate credit for EDUC 192 and NUFS 200.

    Lec. 2 Lab. 2 Cr. 3

  
  • EDUC 200 - Entrance into Teacher Education (Cr. 0)


    Students planning to be teachers must submit an application to the Department of Education Professions. Upon meeting criteria for admission, students will be assigned a grade of S (satisfactory) or U (unsatisfactory).

    Cr. 0

  
  • 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(s): 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.

    Prerequisite(s): PSYC 260.

    Lec. 3 Cr. 3

    Field Experience 10 hours

    NYF
  
  • EDUC 204 - Orientation to Multiculturalism and Diversity in Education (Lec. 3, Cr. 3)


    Orientation to multicultural and diverse education focusing on cultural, historical, pedagogical, philosophical, political, and sociological influences and principles within the educational system. Attendance at the Child Abuse Awareness Seminar is mandatory.

    Notes
    No duplicate credit for EDUC 204 and SPED 204.

    Lec. 3 Cr. 3

    Field Experience 10 hours

    NYF
  
  • 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 - Reading Methods I (Lec. 3, Cr. 3)


    Introductory course on a balanced approach to reading instruction and phonics for early literacy.

    Prerequisite(s): EDUC 110.

    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 220 - Literacy Development for English Language Learners (Lec. 2, Cr. 2)


    Focus on the design of motivational and instructional strategies in the elementary school for the English Language Learner.

    Prerequisite(s): EDUC 110.

    Lec. 2 Cr. 2

    Field Experience 5

  
  • EDUC 221 - Health and Physical Education in the Elementary School (Lec. 2, Cr. 2)


    Current concepts of physical education with particular emphasis on curriculum implementation including, but not limited to, practice of skills contributing to good health.

    Prerequisite(s): EDUC 110.

    Lec. 2 Cr. 2

    Field Experience 5 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(s): 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(s): EDUC 200 or EDUC 499.

    Lec. 3 Cr. 3

    Field Experience 15 hours

  
  • EDUC 316 - Reading Methods II (Lec. 3, Cr. 3)


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

    Prerequisite(s): (EDUC 200 or EDUC 499) and EDUC 216.
    Corequisite(s): None.

    Corequisite(s) Exception:

    • BS Elementary Education Grades 1-5 (only students in 2018-2019 Academic Catalog or later): EDUC 317.


    Lec. 3 Cr. 3

    Field Experience 20 hours

    WE

  
  • EDUC 317 - Fundamentals of Planning Instruction in Early Childhood and Elementary Schools (Lec. 2, Cr. 2)


    Fundamental components of instructional planning for early childhood and elementary educational environments creating interdisciplinary lessons including differentiation, state approved Tier I Curriculum, and current state and national standards.

    Prerequisite(s): EDUC 200 and EDUC 216.
    Corequisite(s): None.

    Corequisite(s) Exception:

    • BS Elementary Education Grades 1-5 (only students in 2018-2019 Academic Catalog or later): EDUC 316.


    Lec. 2 Cr. 2

  
  • 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

    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 in the elementary classroom.

    Prerequisite(s): EDUC 200 and EDUC 316.

    Lec. 3 Cr. 3

    Field Experience 15 hours

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


    This course provides a broad variety of research-based methods for teaching social studies in the elementary classroom. National Council for the Social Studies standards will be presented with an emphasis on teaching across the curriculum with literature-based thematic units addressing the six components of social studies: anthropology, economics, geography, history, political science/civics, and sociology. Various techniques reflecting multicultural, technological, and geographical connections will be explored.

    Prerequisite(s): EDUC 200.

    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(s): 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(s): EDUC 200 and EDUC 322.

    Lec. 3 Cr. 3

    Field Experience 15 hours

  
  • EDUC 325 - Science in the Elementary School (Lec. 2, Cr. 2)


    Investigate ways children learn science as a basis for planning, implementing, and assessing science curriculum and instruction. National Science Teachers Association standards, teaching cases, and science lab experiences are used as tools for reflecting on practice. ​

    Prerequisite(s): EDUC 499.

    Lec. 2 Cr. 2

    Field Experience 15 hours

  
  • EDUC 326 - Social Studies in the Elementary Classroom (Lec. 2, Cr. 2)


    This course provides a broad variety of research-based methods for teaching social studies in the elementary classroom. National Council for the Social Studies standards will be presented with an emphasis on teaching across the curriculum with literature-based thematic units addressing the six components of social studies: anthropology, economics, geography, history, political science/civics, and sociology. Various techniques reflecting multicultural, technological, and geographical connections will be explored. ​

    Prerequisite(s): EDUC 499.

    Lec. 2 Cr. 2

    Field Experience 15 hours

  
  • EDUC 327 - Mathematics in the Elementary School (Lec. 3, Cr. 3)


    Examination of National Council of Teachers of Mathematics standards along with state and local requirements will provide a foundation for designing and implementing developmentally appropriate math lessons using manipulatives, technology, problem solving strategies, and ongoing assessment to foster and improve student learning.

    Prerequisite(s): EDUC 499.

    Lec. 3 Cr. 3

    Field Experience 20

  
  • 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.

    Prerequisite(s): EDUC 200 and EDUC 203.

    Lec. 4 Cr. 4

    Field Experience 20 hours

    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(s): 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(s): 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(s): 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(s): (EDUC 200 or EDUC 499) and (EDUC 202 or 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.

    Prerequisite(s): 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(s): None.

    Prerequisite(s) Exception:

    • BS Elementary Education Grades 1-5: EDUC 200.


    Lec. 3 Cr. 3

    Field Experience 15 hours

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


    Principles of tests and measurements in education.

    Prerequisite(s): (EDUC 200 or EDUC 499) and permission of department head.
    Corequisite(s): None.

    Corequisite(s) Exception:

    • BS Elementary Education Grades 1-5 (only students in 2018-2019 Academic Catalog or later): EDUC 469, EDUC 470E, and EDUC 471.
    • PBC Elementary Education Grades 1-5 (only students in 2018-2019 Academic Catalog or later): (EDUC 460E or EDUC 462E) and EDUC 469.


    Lec. 3 Cr. 3

    Field Experience 10 hours

  
  • 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
    For students concentrating in mathematics education only.

    Prerequisite(s): (EDUC 200 or EDUC 499) and EDUC 333.
    Corequisite(s): EDUC 412.

    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
    For students concentrating in agricultural education (Bachelor of Science only), biology education, chemistry education, environmental science education, general science education, and physics education only.

    Prerequisite(s): (EDUC 200 or EDUC 499) and EDUC 333.
    Corequisite(s): EDUC 412.

    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
    For students concentrating in English education only.

    Prerequisite(s): (EDUC 200 or EDUC 499) and EDUC 333.
    Corequisite(s): EDUC 412.

    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
    For students concentrating in social studies education only.

    Prerequisite(s): (EDUC 200 or EDUC 499) and EDUC 333.
    Corequisite(s): EDUC 412.

    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
    For students concentrating in foreign language education (Post-baccalaureate Certificate only).

    Prerequisite(s): (EDUC 200 or EDUC 499) and EDUC 333.
    Corequisite(s): EDUC 412.

    Lec. 3 Cr. 3

    Field Experience 20 hours

  
  • EDUC 408 - Concepts of Learning and Motivation in Educational Environments (Lec. 3, Cr. 3)


    Focus on the importance of motivation in teaching utilizing strategies that promote learning and engagement; recognize the importance of cultural and individual influences on motivation.

    Prerequisite(s): EDUC 200 and EDUC 203.

    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
    Must be taken during the regular semester prior to student teaching.

    Prerequisite(s): EDUC 200 or EDUC 499.
    Corequisite(s): EDUC 419 and EDUC 420.

    Lec. 2 Lab. 2 Cr. 3

    Field Experience 40 hours

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


    Create and develop a classroom community that addresses the needs of diverse learners, implements technology, and promotes safe and rewarding educational experiences for all students.

    Notes
    Must be taken during the regular semester prior to EDUC 470. No duplicate credit for EDUC 410 and EDUC 523 or EDUC 623.

    Prerequisite(s): EDUC 200 and EDUC 408.

    Lec. 3 Cr. 3

    Field Experience 20 hours

    WE
  
  • 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(s): 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(s) 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. Must be taken during the regular semester prior to student teaching.

    Prerequisite(s): (EDUC 200 or EDUC 499) and EDUC 333.
    Corequisite(s): EDUC 402, EDUC 403, EDUC 404, EDUC 405, or EDUC 406.

    Lec. 2 Lab. 2 Cr. 3

    Field Experience 40 hours

    WE
  
  • EDUC 414 - Classroom Engagement and Management (Lec. 2, Cr. 2)


    Focus on developing a classroom community that encourages motivation, promotes learning, and enhances engagement while addressing the needs of diverse learners, implementing technology, and promoting safe and rewarding educational experiences for all students.

    Prerequisite(s): EDUC 499.

    Lec. 2 Cr. 2

  
  • 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.

    Prerequisite(s): (EDUC 200 or EDUC 499) and EDUC 316.

    Lec. 2 Lab. 2 Cr. 3

    Field Experience 20 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 during the regular semester prior to student teaching. No duplicate credit for EDUC 419 and EDUC 619.

    Prerequisite(s): EDUC 200.
    Corequisite(s): EDUC 409 and EDUC 420.

    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 during the regular semester prior to student teaching.

    Prerequisite(s): EDUC 200 or EDUC 499.
    Corequisite(s):

    • BS Early Childhood Education Grades PK-3: EDUC 409 and EDUC 419.
    • PBC Early Childhood Education Grades PK-3: EDUC 409.


    Lec. 2 Lab. 2 Cr. 3

    Field Experience 90 hours

  
  • EDUC 422 - Performance and Visual Arts in the Elementary School (Lec. 2, Cr. 2)


    Performance and visual arts as media for communication, inquiry, and engagement with particular emphasis on curriculum implementation.

    Prerequisite(s): EDUC 200.
    Corequisite(s): EDUC 472.

    Lec. 2 Cr. 2

    Field Experience 15 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.

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

    Prerequisite(s): EDUC 200, (EDUC 402, EDUC 403, EDUC 404, or EDUC 405), EDUC 412, and permission of department head.

    Lec. 2 Lab. 2 Cr. 3

    Field Experience 40 hours

    NYF
  
  • EDUC 460E - Student Teaching Residency I - PBC (Cr. 3)


    Designed for undergraduate alternative certification candidates. Director of Student Teaching determines school schedules. The residency (along with professional development seminars) includes opportunities to synthesize content from all previous coursework, including professionalism; designing, implementing, and assessing instruction; student motivation and engagement; and collaboration with colleagues and families. The teacher candidate is an active participant in the school community through close observation of the mentor teacher, collaborative practice with the mentor teacher, and/or supervised independent practice. Concepts and skills learned in EDUC 469 (Field Study Project) and EDUC 351 (Educational Measurements) are a particular focus in this residency; however, the resident engages in all content areas.

    Notes
    Student Teaching Residency I (EDUC 460E) and Student Teaching Residency II (EDUC 461E) must be taken in consecutive semesters.

    Prerequisite(s): EDUC 499; passing scores on required Praxis content exam and Praxis Principles of Learning and Teaching exam; and permission of department head.

     

    Cr. 3

    Field Experience Per Bulletin 996, candidates must spend a minimum percentage of the residency school site’s instructional time each week engaged in residency activities. The term “instructional time” for the purpose of the residency is based on the start and dismissal times for PK-12 students at the school in which the residency is occurring. Percentage requirements vary by program.

  
  • EDUC 460M - Student Teaching Residency I - PBC (Cr. 3)


    Designed for undergraduate alternative certification candidates. Director of Student Teaching determines school schedules. The residency (along with professional development seminars) includes opportunities to synthesize content from all previous coursework, including professionalism; designing, implementing, and assessing instruction; student motivation and engagement; and collaboration with colleagues and families. The teacher candidate is an active participant in the school community through close observation of the mentor teacher, collaborative practice with the mentor teacher, and/or supervised independent practice. Concepts and skills learned in EDUC 469 (Field Study Project) and EDUC 351 (Educational Measurements) are a particular focus in this residency; however, the resident engages in all content areas.

    Notes
    Student Teaching Residency I (EDUC 460M) and Student Teaching Residency II (EDUC 461M) must be taken in consecutive semesters.

    Prerequisite(s): EDUC 499; passing scores on required Praxis content exam and Praxis Principles of Learning and Teaching exam; and permission of department head.

     

    Cr. 3

    Field Experience Per Bulletin 996, candidates must spend a minimum percentage of the residency school site’s instructional time each week engaged in residency activities. The term “instructional time” for the purpose of the residency is based on the start and dismissal times for PK-12 students at the school in which the residency is occurring. Percentage requirements vary by program.

  
  • EDUC 460S - Student Teaching Residency I - PBC (Cr. 3)


    Designed for undergraduate alternative certification candidates. Director of Student Teaching determines school schedules. The residency (along with professional development seminars) includes opportunities to synthesize content from all previous coursework, including professionalism; designing, implementing, and assessing instruction; student motivation and engagement; and collaboration with colleagues and families. The teacher candidate is an active participant in the school community through close observation of the mentor teacher, collaborative practice with the mentor teacher, and/or supervised independent practice. Concepts and skills learned in EDUC 469 (Field Study Project) and EDUC 351 (Educational Measurements) are a particular focus in this residency; however, the resident engages in all content areas.

    Notes
    Student Teaching Residency I (EDUC 460S) and Student Teaching Residency II (EDUC 461S) must be taken in consecutive semesters.

    Prerequisite(s): EDUC 499; passing scores on required Praxis content exam and Praxis Principles of Learning and Teaching exam; and permission of department head.

     

    Cr. 3

    Field Experience Per Bulletin 996, candidates must spend a minimum percentage of the residency school site’s instructional time each week engaged in residency activities. The term “instructional time” for the purpose of the residency is based on the start and dismissal times for PK-12 students at the school in which the residency is occurring. Percentage requirements vary by program.

  
  • EDUC 461E - Student Teaching Residency II - PBC (Cr. 3)


    Designed for undergraduate alternative path to certification candidates. This culminating, full-time clinical residency will place the teacher candidate in an assigned, accredited public school site. The residency and accompanying seminars include opportunities to synthesize content from all program coursework, including designing, implementing, and assessing instruction; student motivation and engagement; professionalism; and collaboration with colleagues and families. The teacher candidate is an active participant in the PK-12 school community through close observation of the mentor teacher, collaborative practice with the mentor teacher, and/or supervised independent practice. PBC Internship or Student Teaching- 6 hours total, to include participant-oriented professional development through group seminars.

    Notes
    Student Teaching Residency I (EDUC 460E) and Student Teaching Residency II (EDUC 461E) must be taken in consecutive semesters.

    Prerequisite(s): EDUC 460E (with a grade of C or better) and permission of department head.

    Cr. 3

    Field Experience Per Bulletin 996, candidates must spend a minimum percentage of the residency school site’s instructional time each week engaged in residency activities. The term “instructional time” for the purpose of the residency is based on the start and dismissal times for PK-12 students at the school in which the residency is occurring.

  
  • EDUC 461M - Student Teaching Residency II - PBC (Cr. 3)


    Designed for undergraduate alternative path to certification candidates. This culminating, full-time clinical residency will place the teacher candidate in an assigned, accredited public school site. The residency and accompanying seminars include opportunities to synthesize content from all program coursework, including designing, implementing, and assessing instruction; student motivation and engagement; professionalism; and collaboration with colleagues and families. The teacher candidate is an active participant in the PK-12 school community through close observation of the mentor teacher, collaborative practice with the mentor teacher, and/or supervised independent practice. PBC Internship or Student Teaching- 6 hours total, to include participant-oriented professional development through group seminars.

    Notes
    Student Teaching Residency I (EDUC 460M) and Student Teaching Residency II (EDUC 461M) must be taken in consecutive semesters.

    Prerequisite(s): EDUC 460M (with a grade of C or better) and permission of department head.

    Cr. 3

    Field Experience Per Bulletin 996, candidates must spend a minimum percentage of the residency school site’s instructional time each week engaged in residency activities. The term “instructional time” for the purpose of the residency is based on the start and dismissal times for PK-12 students at the school in which the residency is occurring.

  
  • EDUC 461S - Student Teaching Residency II - PBC (Cr. 3)


    Designed for undergraduate alternative path to certification candidates. This culminating, full-time clinical residency will place the teacher candidate in an assigned, accredited public school site. The residency and accompanying seminars include opportunities to synthesize content from all program coursework, including designing, implementing, and assessing instruction; student motivation and engagement; professionalism; and collaboration with colleagues and families. The teacher candidate is an active participant in the PK-12 school community through close observation of the mentor teacher, collaborative practice with the mentor teacher, and/or supervised independent practice. PBC Internship or Student Teaching- 6 hours total, to include participant-oriented professional development through group seminars.

    Notes
    Student Teaching Residency I (EDUC 460S) and Student Teaching Residency II (EDUC 461S) must be taken in consecutive semesters.

    Prerequisite(s): EDUC 460S (with a grade of C or better) and permission of department head.

    Cr. 3

    Field Experience Per Bulletin 996, candidates must spend a minimum percentage of the residency school site’s instructional time each week engaged in residency activities. The term “instructional time” for the purpose of the residency is based on the start and dismissal times for PK-12 students at the school in which the residency is occurring.

  
  • EDUC 462E - Internship Residency I - PBC (Cr. 3)


    Designed for employed teacher candidates seeking certification. Teacher candidates must be employed in an approved school site in their area of certification. The teacher candidate shall be supervised in all residency experiences by a team comprised of the residency school site principal or designee, and program faculty member. As an internship resident, candidates complete the residency as a teacher of record. Candidates receive content pedagogy support within their placement and through teacher preparation program professional development seminars. Interns will enroll for two consecutive semesters and credit given each semester. A minimum of 600 work hours is required.  The teacher candidate is an active participant in the P-12 school community. Concepts and skills learned in EDUC 469 (Field Study Project) and EDUC 351 (Educational Measurements) are a particular focus in this residency; however, the resident engages in all appropriate content areas. PBC Internship or Student Teaching—6 hours total, and include participant-oriented methodology through group seminars.

    Notes
    Internship Residency I (EDUC 462E) and Internship Residency II (EDUC 463E) must be taken in consecutive semesters.

    Prerequisite(s): EDUC 499; passing scores on required Praxis content exam and Praxis Principles of Learning and Teaching exam; and permission of department head.
    Corequisite(s): EDUC 351 and EDUC 469.

    Cr. 3

    Field Experience Per Bulletin 996, candidates must spend a minimum percentage of the residency school site’s instructional time each week engaged in residency activities. The term “instructional time” for the purpose of the residency is based on the start and dismissal times for PK-12 students at the school in which the residency is occurring.

  
  • EDUC 462M - Internship Residency I - PBC (Cr. 3)


    Designed for employed teacher candidates seeking certification. Teacher candidates must be employed in an approved school site in their area of certification. The teacher candidate shall be supervised in all residency experiences by a team comprised of the residency school site principal or designee, and program faculty member. As an internship resident, candidates complete the residency as a teacher of record. Candidates receive content pedagogy support within their placement and through teacher preparation program professional development seminars. Interns will enroll for two consecutive semesters and credit given each semester. A minimum of 600 work hours is required.  The teacher candidate is an active participant in the P-12 school community. Concepts and skills learned in EDUC 469 (Field Study Project) and EDUC 351 (Educational Measurements) are a particular focus in this residency; however, the resident engages in all appropriate content areas. PBC Internship or Student Teaching—6 hours total, and include participant-oriented methodology through group seminars.

    Notes
    Internship Residency I (EDUC 462M) and Internship Residency II (EDUC 463M) must be taken in consecutive semesters.

    Prerequisite(s): EDUC 499; passing scores on required Praxis content exam and Praxis Principles of Learning and Teaching exam; and permission of department head.
    Corequisite(s): EDUC 351 and EDUC 469.

    Cr. 3

    Field Experience Per Bulletin 996, candidates must spend a minimum percentage of the residency school site’s instructional time each week engaged in residency activities. The term “instructional time” for the purpose of the residency is based on the start and dismissal times for PK-12 students at the school in which the residency is occurring.

  
  • EDUC 462S - Internship Residency I - PBC (Cr. 3)


    Designed for employed teacher candidates seeking certification. Teacher candidates must be employed in an approved school site in their area of certification. The teacher candidate shall be supervised in all residency experiences by a team comprised of the residency school site principal or designee, and program faculty member. As an internship resident, candidates complete the residency as a teacher of record. Candidates receive content pedagogy support within their placement and through teacher preparation program professional development seminars. Interns will enroll for two consecutive semesters and credit given each semester. A minimum of 600 work hours is required.  The teacher candidate is an active participant in the P-12 school community. Concepts and skills learned in EDUC 469 (Field Study Project) and EDUC 351 (Educational Measurements) are a particular focus in this residency; however, the resident engages in all appropriate content areas. PBC Internship or Student Teaching—6 hours total, and include participant-oriented methodology through group seminars.

    Notes
    Internship Residency I (EDUC 462S) and Internship Residency II (EDUC 463S) must be taken in consecutive semesters.

    Prerequisite(s): EDUC 499; passing scores on required Praxis content exam and Praxis Principles of Learning and Teaching exam; and permission of department head.
    Corequisite(s): EDUC 351 and EDUC 469.

    Cr. 3

    Field Experience Per Bulletin 996, candidates must spend a minimum percentage of the residency school site’s instructional time each week engaged in residency activities. The term “instructional time” for the purpose of the residency is based on the start and dismissal times for PK-12 students at the school in which the residency is occurring.

  
  • EDUC 463E - Internship Residency II - PBC (Cr. 3)


    Designed for employed teacher candidates seeking certification. Teacher candidates must be employed in an approved school site in their area of certification. The teacher candidate shall be supervised in all residency experiences by a team comprised of the residency school site principal or designee, and program faculty member. As an internship resident, candidates complete the residency as a teacher of record. Candidates receive content pedagogy support within their placement and through teacher preparation program professional development seminars. Interns will enroll for two consecutive semesters and credit given each semester. A minimum of 600 work hours is required.  The teacher candidate is an active participant in the P-12 school community. PBC Internship or Student Teaching—6 hours total, and include participant-oriented methodology through group seminars.

    Notes
    Internship Residency I (EDUC 462E) and Internship Residency II (EDUC 463E) must be taken in consecutive semesters.

    Prerequisite(s): EDUC 462E (with a grade of C or better) and permission of department head.

    Cr. 3

    Field Experience Per Bulletin 996, candidates must spend a minimum percentage of the residency school site’s instructional time each week engaged in residency activities. The term “instructional time” for the purpose of the residency is based on the start and dismissal times for PK-12 students at the school in which the residency is occurring.

  
  • EDUC 463M - Internship Residency II - PBC (Cr. 3)


    Designed for employed teacher candidates seeking certification. Teacher candidates must be employed in an approved school site in their area of certification. The teacher candidate shall be supervised in all residency experiences by a team comprised of the residency school site principal or designee, and program faculty member. As an internship resident, candidates complete the residency as a teacher of record. Candidates receive content pedagogy support within their placement and through teacher preparation program professional development seminars. Interns will enroll for two consecutive semesters and credit given each semester. A minimum of 600 work hours is required.  The teacher candidate is an active participant in the P-12 school community. PBC Internship or Student Teaching—6 hours total, and include participant-oriented methodology through group seminars.

    Notes
    Internship Residency I (EDUC 462M) and Internship Residency II (EDUC 463M) must be taken in consecutive semesters.

    Prerequisite(s): EDUC 462M (with a grade of C or better) and permission of department head.

    Cr. 3

    Field Experience Per Bulletin 996, candidates must spend a minimum percentage of the residency school site’s instructional time each week engaged in residency activities. The term “instructional time” for the purpose of the residency is based on the start and dismissal times for PK-12 students at the school in which the residency is occurring.

  
  • EDUC 463S - Internship Residency II - PBC (Cr. 3)


    Designed for employed teacher candidates seeking certification. Teacher candidates must be employed in an approved school site in their area of certification. The teacher candidate shall be supervised in all residency experiences by a team comprised of the residency school site principal or designee, and program faculty member. As an internship resident, candidates complete the residency as a teacher of record. Candidates receive content pedagogy support within their placement and through teacher preparation program professional development seminars. Interns will enroll for two consecutive semesters and credit given each semester. A minimum of 600 work hours is required.  The teacher candidate is an active participant in the P-12 school community. PBC Internship or Student Teaching—6 hours total, and include participant-oriented methodology through group seminars.

    Notes
    Internship Residency I (EDUC 462S) and Internship Residency II (EDUC 463S) must be taken in consecutive semesters.

    Prerequisite(s): EDUC 462S (with a grade of C or better) and permission of department head.

    Cr. 3

    Field Experience Per Bulletin 996, candidates must spend a minimum percentage of the residency school site’s instructional time each week engaged in residency activities. The term “instructional time” for the purpose of the residency is based on the start and dismissal times for PK-12 students at the school in which the residency is occurring.

  
  • 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.

    Prerequisite(s): EDUC 200 or EDUC 499.
    Corequisite(s): EDUC 410.

    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.

    Prerequisite(s): EDUC 200; completion of all methods courses with a grade of C or better, passage of the Specialty Area and PLT components of the Praxis, and permission of Director of Student Teaching and Professional Education Services (ST/PES).

    Cr. 9 or 12

    NYF 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.

    Prerequisite(s): EDUC 200; completion of all methods courses with a grade of C or better, passage of the Specialty Area and PLT components of the Praxis, and permission of Director of Student Teaching and Professional Education Services (ST/PES).

    Cr. 9 or 12

    NYF 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.

    Prerequisite(s): EDUC 200; completion of all methods courses with a grade of C or better, passage of the Specialty Area and PLT components of the Praxis, and permission of Director of Student Teaching and Professional Education Services (ST/PES).

    Cr. 9 or 12

    NYF CAP
  
  • EDUC 469 - Field Study Project (Lec. 2, Cr. 2)


    Project provides an in-depth analysis of daily classroom work and its connection to current educational theory and research. Topics to be analyzed include: planning, instruction, assessment, and student learning. Candidates will complete this project in conjunction with Residency I. ​

    Prerequisite(s): (EDUC 200 or EDUC 499) and permission of department head.

    Corequisite(s) Exception:

    • BS Elementary Education Grades 1-5 (only students in 2018-2019 Academic Catalog or later): EDUC 351, EDUC 470, and EDUC 471.
    • PBC Elementary Education Grades 1-5 (only students in 2018-2019 Academic Catalog or later): EDUC 351 and (EDUC 460 or EDUC 462).


    Lec. 2 Cr. 2

    Field Experience 20 hours

    CAP

  
  • EDUC 470E - Student Teaching Residency I - Baccalaureate (Cr. 3)


    Designed for undergraduate baccalaureate education candidates. Director of Student Teaching determines school schedules. The residency and accompanying seminars include opportunities to synthesize content from all previous coursework, including designing, implementing, and assessing instruction; student motivation and engagement; professionalism; and collaboration with colleagues and families. The teacher candidate is an active participant in the PK-12 school community through close observation of the mentor teacher, collaborative practice with the mentor teacher, and/or supervised independent practice. Concepts and skills learned in EDUC 469 (Field Study Project); EDUC 471 (Seminar-Student Teaching Residency I); and EDUC 351 (Educational Measurements) are a particular focus in this residency; however, the resident engages in all content areas.

    Notes
    Student Teaching Residency I (EDUC 470E) and Student Teaching Residency II (EDUC 472E) must be taken in consecutive semesters.

    Prerequisite(s): EDUC 200; passing scores on required Praxis content exam and Praxis Principles of Learning and Teaching exam; minimum overall GPA of 2.5; and permission of department head.
    Corequisite(s): EDUC 351, EDUC 469, and EDUC 471.

    Cr. 3

    Field Experience Per Bulletin 996, candidates must spend a minimum percentage of the residency school site’s instructional time each week engaged in residency activities. The term “instructional time” for the purpose of the residency is based on the start and dismissal times for PK-12 students at the school in which the residency is occurring. Percentage requirements vary by major.

  
  • EDUC 470P - Student Teaching Residency I - Baccalaureate (Cr. 3)


    Designed for undergraduate baccalaureate education candidates. Director of Student Teaching determines school schedules. The residency and accompanying seminars include opportunities to synthesize content from all previous coursework, including designing, implementing, and assessing instruction; student motivation and engagement; professionalism; and collaboration with colleagues and families. The teacher candidate is an active participant in the PK-12 school community through close observation of the mentor teacher, collaborative practice with the mentor teacher, and/or supervised independent practice. Concepts and skills learned in EDUC 469 (Field Study Project); EDUC 471 (Seminar-Student Teaching Residency I); and EDUC 351 (Educational Measurements) are a particular focus in this residency; however, the resident engages in all content areas.

    Notes
    Student Teaching Residency I (EDUC 470P) and Student Teaching Residency II (EDUC 472P) must be taken in consecutive semesters.

    Prerequisite(s): EDUC 200; passing scores on required Praxis content exam and Praxis Principles of Learning and Teaching exam; minimum overall GPA of 2.5; and permission of department head.
    Corequisite(s): EDUC 351, EDUC 469, and EDUC 471.

    Cr. 3

    Field Experience Per Bulletin 996, candidates must spend a minimum percentage of the residency school site’s instructional time each week engaged in residency activities. The term “instructional time” for the purpose of the residency is based on the start and dismissal times for PK-12 students at the school in which the residency is occurring. Percentage requirements vary by major.

  
  • EDUC 470S - Student Teaching Residency I - Baccalaureate (Cr. 3)


    Designed for undergraduate baccalaureate education candidates. Director of Student Teaching determines school schedules. The residency and accompanying seminars include opportunities to synthesize content from all previous coursework, including designing, implementing, and assessing instruction; student motivation and engagement; professionalism; and collaboration with colleagues and families. The teacher candidate is an active participant in the PK-12 school community through close observation of the mentor teacher, collaborative practice with the mentor teacher, and/or supervised independent practice. Concepts and skills learned in EDUC 469 (Field Study Project); EDUC 471 (Seminar-Student Teaching Residency I); and EDUC 351 (Educational Measurements) are a particular focus in this residency; however, the resident engages in all content areas.

    Notes
    Student Teaching Residency I (EDUC 470S) and Student Teaching Residency II (EDUC 472S) must be taken in consecutive semesters.

    Prerequisite(s): EDUC 200; passing scores on required Praxis content exam and Praxis Principles of Learning and Teaching exam; minimum overall GPA of 2.5; and permission of department head.
    Corequisite(s): EDUC 351, EDUC 469, and EDUC 471.

    Cr. 3

    Field Experience Per Bulletin 996, candidates must spend a minimum percentage of the residency school site’s instructional time each week engaged in residency activities. The term “instructional time” for the purpose of the residency is based on the start and dismissal times for PK-12 students at the school in which the residency is occurring. Percentage requirements vary by major.

  
  • EDUC 471 - Seminar-Student Teaching Residency I (Cr. 1)


    The Seminar-Student Teaching Residency (STR) I course is coordinated with the EDUC 470 STR I experience. The course offers a series of seminars and workshops on topics that are pertinent to the needs of all teacher candidates. This course provides a forum for students to examine contemporary educational issues and concerns. The focus is on enhancing the candidate’s knowledge of the many factors that impact effective classroom practice and to assist students in developing problem solving skills as they identify issues, research relevant information regarding those concerns, and develop possible venues to address problems. Teacher candidates, district leaders and classroom teachers, and university faculty identify topics. Candidates hone professional problem solving skills through the application of theory to practice as they address hypothetical educational scenarios. Candidates will post information required from each professional development opportunity in their Professional Portfolio.

    Prerequisite(s): EDUC 200; passing scores on required Praxis content exam and Praxis Principles of Learning and Teaching exam; minimum overall GPA of 2.5; and permission of department head.
    Corequisite(s): EDUC 351, EDUC 469, and EDUC 470.

    Cr. 1

  
  • EDUC 472E - Student Teaching Residency II - Baccalaureate (Cr. 3)


    This culminating, full-time clinical residency will place the teacher candidate in an assigned, accredited public school site. Close collaboration between the candidate and mentor teacher will occur in a variety of ways, including the candidate taking the role of lead teacher. The candidate will assume responsibility for all functions of the classroom, including overall design and implementation of instruction and assessment in all curricular areas, maintenance of a productive classroom environment tailored to the needs of diverse learners, communication with colleagues and families, and integration of technology to improve student learning. Knowledge and skills concerning assessment, data, and use of specific instructional strategies for identified needs are practiced, and the teacher candidates evaluate these practices in light of class and individual academic achievement. Seminar (EDUC 473) accompanies Residency II. The teacher candidate is an active participant in the PK-12 school community through close observation of the mentor teacher, collaborative practice with the mentor teacher, and/or supervised independent practice. The resident engages in all applicable content areas.

    Notes
    Student Teaching Residency I (EDUC 470E) and Student Teaching Residency II (EDUC 472E) must be taken in consecutive semesters.

    Prerequisite(s): EDUC 470E (with a grade of C or better), minimum overall GPA of 2.5, and permission of department head.
    Corequisite(s): EDUC 473.

    Cr. 3

    Field Experience During Student Teaching Residency II, candidates must spend a minimum of 100 percent of the residency school site’s instructional time each week engaged in residency activities. The term “instructional time” for the purpose of the residency is based on the start and dismissal times for PK-12 students at the school in which the residency is occurring.

    CAP
  
  • EDUC 472P - Student Teaching Residency II - Baccalaureate (Cr. 3)


    This culminating, full-time clinical residency will place the teacher candidate in an assigned, accredited public school site. Close collaboration between the candidate and mentor teacher will occur in a variety of ways, including the candidate taking the role of lead teacher. The candidate will assume responsibility for all functions of the classroom, including overall design and implementation of instruction and assessment in all curricular areas, maintenance of a productive classroom environment tailored to the needs of diverse learners, communication with colleagues and families, and integration of technology to improve student learning. Knowledge and skills concerning assessment, data, and use of specific instructional strategies for identified needs are practiced, and the teacher candidates evaluate these practices in light of class and individual academic achievement. Seminar (EDUC 473) accompanies Residency II. The teacher candidate is an active participant in the PK-12 school community through close observation of the mentor teacher, collaborative practice with the mentor teacher, and/or supervised independent practice. The resident engages in all applicable content areas.

    Notes
    Student Teaching Residency I (EDUC 470P) and Student Teaching Residency II (EDUC 472P) must be taken in consecutive semesters.

    Prerequisite(s): EDUC 470P (with a grade of C or better), minimum overall GPA of 2.5, and permission of department head.
    Corequisite(s): EDUC 473.

    Cr. 3

    Field Experience During Student Teaching Residency II, candidates must spend a minimum of 100 percent of the residency school site’s instructional time each week engaged in residency activities. The term “instructional time” for the purpose of the residency is based on the start and dismissal times for PK-12 students at the school in which the residency is occurring.

    CAP
  
  • EDUC 472S - Student Teaching Residency II - Baccalaureate (Cr. 3)


    This culminating, full-time clinical residency will place the teacher candidate in an assigned, accredited public school site. Close collaboration between the candidate and mentor teacher will occur in a variety of ways, including the candidate taking the role of lead teacher. The candidate will assume responsibility for all functions of the classroom, including overall design and implementation of instruction and assessment in all curricular areas, maintenance of a productive classroom environment tailored to the needs of diverse learners, communication with colleagues and families, and integration of technology to improve student learning. Knowledge and skills concerning assessment, data, and use of specific instructional strategies for identified needs are practiced, and the teacher candidates evaluate these practices in light of class and individual academic achievement. Seminar (EDUC 473) accompanies Residency II. The teacher candidate is an active participant in the PK-12 school community through close observation of the mentor teacher, collaborative practice with the mentor teacher, and/or supervised independent practice. The resident engages in all applicable content areas.

    Notes
    Student Teaching Residency I (EDUC 470S) and Student Teaching Residency II (EDUC 472S) must be taken in consecutive semesters.

    Prerequisite(s): EDUC 470S (with a grade of C or better), minimum overall GPA of 2.5, and permission of department head.
    Corequisite(s): EDUC 473.

    Cr. 3

    Field Experience During Student Teaching Residency II, candidates must spend a minimum of 100 percent of the residency school site’s instructional time each week engaged in residency activities. The term “instructional time” for the purpose of the residency is based on the start and dismissal times for PK-12 students at the school in which the residency is occurring.

    CAP
  
  • EDUC 473 - Seminar-Student Teaching Residency II (Cr. 1)


    The Seminar-Student Teaching Residency (STR) II course is coordinated with the EDUC 472 STR II experience. The course offers a series of seminars and workshops on topics that are pertinent to the needs of all teacher candidates. This course provides a forum for students to examine contemporary educational issues and concerns. The focus is on enhancing the candidate’s knowledge of the many factors that impact effective classroom practice (instructional technology use, career education, ethics and professionalism, safe environment issues, and the certification process. Candidates will post information required from each professional development opportunity in their Professional Portfolio.

    Prerequisite(s): EDUC 470, EDUC 471, minimum overall GPA of 2.5, and permission of department head.
    Corequisite(s): EDUC 472.

    Cr. 1

  
  • 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.

    Prerequisite(s): EDUC 499, bachelor’s degree, completion of all required education courses, passing scores on the Praxis II: PLT, and permission of Director of Student Teaching and Professional Education Services (ST/PES).

    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.

    Prerequisite(s): EDUC 499, bachelor’s degree, completion of all required education courses, passing scores on the Praxis II: PLT, and permission of Director of Student Teaching and Professional Education Services (ST/PES).

    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.

    Prerequisite(s): EDUC 499, bachelor’s degree, completion of all required education courses, passing scores on the Praxis II: PLT, and permission of Director of Student Teaching and Professional Education Services (ST/PES).

    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.

    Prerequisite(s): EDUC 499, bachelor’s degree, completion of all required education courses, passing scores on the Praxis II: PLT, and permission of Director of Student Teaching and Professional Education Services (ST/PES).

    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.

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

    Prerequisite(s): EDUC 499, bachelor’s degree, completion of all required education courses, passing scores on the Praxis II: PLT, and permission of Director of Student Teaching and Professional Education Services (ST/PES).

    Lab. 6 Cr. 3

  
  • EDUC 485M - Internship Non-Master’s Alternative Certification (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.

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

    Prerequisite(s): EDUC 499, bachelor’s degree, completion of all required education courses, passing scores on the Praxis II: PLT, and permission of Director of Student Teaching and Professional Education Services (ST/PES).

    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.

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

    Prerequisite(s): EDUC 499, bachelor’s degree, completion of all required education courses, passing scores on the Praxis II: PLT, and permission of Director of Student Teaching and Professional Education Services (ST/PES).

    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.

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

    Prerequisite(s): EDUC 499, bachelor’s degree, completion of all required education courses, passing scores on the Praxis II: PLT, and permission of Director of Student Teaching and Professional Education Services (ST/PES).

    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.

    Prerequisite(s): Bachelor’s degree with a minimum GPA of 2.20 and (passing scores on [Core Academic Skills for Educators Praxis Exam, ACT, or SAT] and Praxis 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.

    Prerequisite(s): EDUC 599 and EDUC 642.

    Lec. 3 Cr. 3

 

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