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2019-2020 Academic Catalog [Archived Catalog]
Course Descriptions
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The courses listed below are all active courses in the course inventory. Students should refer to the Class Schedule or the appropriate academic department to inquire about course offerings.
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EDUC 409 - Early Childhood Classroom Management and Field Experience (Lec. 2, Lab. 2, Cr. 3)
Description
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 the first semester of teacher residency.
Prerequisites / Corequisites
Prerequisite(s): EDUC 200 or EDUC 499.
Corequisite(s): EDUC 421.
Lec. 2 Lab. 2 Cr. 3
Field Experience 20 hours
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EDUC 410 - Classroom Management in the Elementary School Classroom (Lec. 3, Cr. 3)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): EDUC 200 and EDUC 408.
Lec. 3 Cr. 3
Field Experience 20 hours
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EDUC 411 - Methods, Models and Strategies for Teaching in High School (Lec. 3, Cr. 3)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): EDUC 499.
Lec. 3 Cr. 3
Field Experience 15 hours
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EDUC 412 - Secondary Classroom Management and Field Experience (Lec. 2, Lab. 2, Cr. 3)
Description
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.
Notes
No duplicate credit for EDUC 412 and EDUC 525 or EDUC 625. Must be taken during the regular semester prior to student teaching.
Prerequisites / Corequisites
Prerequisite(s): (EDUC 200 or EDUC 499) and EDUC 333.
Corequisite(s): EDUC 402, EDUC 403, EDUC 404, EDUC 405, EDUC 406, or OSBC 465.
Lec. 2 Lab. 2 Cr. 3
Field Experience 40 hours
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EDUC 414 - Classroom Engagement and Management (Lec. 2, Cr. 2)
Description
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.
Notes
For students in the Elementary Education Grades 1-5, Middle School Education Grades 4-8, Multiple Levels Grades K-12 (except Art), and Secondary Education Grades 6-12 PBC programs only.
Lec. 2 Cr. 2
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EDUC 416 - Diagnostic and Remedial Reading in the Elementary School Practicum (Lec. 2, Lab. 2, Cr. 3)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): (EDUC 200 or EDUC 499) and EDUC 316.
Lec. 2 Lab. 2 Cr. 3
Field Experience 20 hours
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EDUC 419 - Early Childhood Assessment and Practicum I (Lec. 2, Lab. 2, Cr. 3)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): EDUC 200.
Corequisite(s): EDUC 409 and EDUC 420.
Lec. 2 Lab. 2 Cr. 3
Field Experience 60 hours
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EDUC 420 - Early Childhood Assessment and Practicum II (Lec. 2, Lab. 2, Cr. 3)
Description
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.
Prerequisites / Corequisites
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
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EDUC 421 - Curriculum and Instruction in Early Childhood Education (Lec. 3, Cr. 3)
Description
Research-based principles and methods for understanding and working with the Pre-K child will be addressed. Candidates will develop curriculum and instructional practices with practical experience in a public Pre-K school setting.
Prerequisites / Corequisites
Prerequisite(s): EDUC 200.
Corequisite(s): EDUC 409.
Lec. 3 Cr. 3
Field Experience 40 hours
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EDUC 422 - Performance and Visual Arts in the Elementary School (Lec. 2, Cr. 2)
Description
Performance and visual arts as media for communication, inquiry, and engagement with particular emphasis on curriculum implementation.
Prerequisites / Corequisites
Prerequisite(s): EDUC 200.
Corequisite(s): EDUC 472.
Lec. 2 Cr. 2
Field Experience 15 hours
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EDUC 440 - Curriculum and Instruction in the Secondary Content Area (Lec. 3, Cr. 3)
Description
Examines multiple models of curriculum design as candidates learn how to analyze, adapt, and design curriculum for instructional effectiveness based on current trends in education.
Prerequisites / Corequisites
Prerequisite(s): EDUC 200, (EDUC 402, EDUC 403, EDUC 404, EDUC 405, or OSBC 465), EDUC 412, and permission of department head.
Lec. 3 Cr. 3
Field Experience 20 hours
NYF
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EDUC 460E - Student Teaching Residency I - PBC (Cr. 3)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): EDUC 400 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. Percentage requirements vary by major.
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EDUC 460M - Student Teaching Residency I - PBC (Cr. 3)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): EDUC 400 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. Percentage requirements vary by major.
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EDUC 460S - Student Teaching Residency I - PBC (Cr. 3)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): EDUC 400 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. Percentage requirements vary by major.
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EDUC 461E - Student Teaching Residency II - PBC (Cr. 3)
Description
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.
Prerequisites / Corequisites
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. Percentage requirements vary by major.
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EDUC 461M - Student Teaching Residency II - PBC (Cr. 3)
Description
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.
Prerequisites / Corequisites
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. Percentage requirements vary by major.
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EDUC 461S - Student Teaching Residency II - PBC (Cr. 3)
Description
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.
Prerequisites / Corequisites
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. Percentage requirements vary by major.
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EDUC 462E - Internship Residency I - PBC (Cr. 3)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): EDUC 400 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. Percentage requirements vary by major.
INT
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EDUC 462M - Internship Residency I - PBC (Cr. 3)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): EDUC 400 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. Percentage requirements vary by major.
INT
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EDUC 462S - Internship Residency I - PBC (Cr. 3)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): EDUC 400 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. Percentage requirements vary by major.
INT
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EDUC 463E - Internship Residency II - PBC (Cr. 3)
Description
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.
Prerequisites / Corequisites
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. Percentage requirements vary by major.
INT
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EDUC 463M - Internship Residency II - PBC (Cr. 3)
Description
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.
Prerequisites / Corequisites
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. Percentage requirements vary by major.
INT
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EDUC 463S - Internship Residency II - PBC (Cr. 3)
Description
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.
Prerequisites / Corequisites
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. Percentage requirements vary by major.
INT
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EDUC 467 - Teacher Residency in the Elementary Classroom (Lec. 0, Cr. 0)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): EDUC 200 or EDUC 499.
Corequisite(s): EDUC 410.
Lec. 0 Cr. 0
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EDUC 468E - Student Teaching (Cr. 9 or 12)
Description
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 / Corequisites
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
CAP NYF
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EDUC 468P - Student Teaching (Cr. 9 or 12)
Description
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 / Corequisites
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
CAP NYF
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EDUC 468S - Student Teaching (Cr. 9 or 12)
Description
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 / Corequisites
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
CAP NYF
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EDUC 469 - Field Study Project (Lec. 2, Cr. 2)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): (EDUC 300 or EDUC 400) and permission of department head.
Corequisite(s): EDUC 351 and (ARED 470, EDUC 460E, EDUC 460M, EDUC 460S, EDUC 462E, EDUC 462M, EDUC 462S, EDUC 470E, EDUC 470P, EDUC 470S, HHP 470, or MUED 470).
Lec. 2 Cr. 2
Field Experience 20 hours
CAP
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EDUC 470E - Student Teaching Residency I - Baccalaureate (Cr. 3)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): EDUC 300 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.
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EDUC 470P - Student Teaching Residency I - Baccalaureate (Cr. 3)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): EDUC 300 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.
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EDUC 470S - Student Teaching Residency I - Baccalaureate (Cr. 3)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): EDUC 300 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.
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EDUC 471 - Seminar-Student Teaching Residency I (Cr. 1)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): EDUC 300 and permission of department head.
Corequisite(s): EDUC 351, EDUC 469, and (ARED 470, EDUC 470E, EDUC 470P, EDUC 470S, HHP 470, or MUED 470).
Cr. 1
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EDUC 472E - Student Teaching Residency II - Baccalaureate (Cr. 3)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): EDUC 470E (with a grade of C or better) and permission of department head.
Corequisite(s): EDUC 473.
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.
CAP
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EDUC 472P - Student Teaching Residency II - Baccalaureate (Cr. 3)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): EDUC 470P (with a grade of C or better) and permission of department head.
Corequisite(s): EDUC 473.
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.
CAP
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EDUC 472S - Student Teaching Residency II - Baccalaureate (Cr. 3)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): EDUC 470S (with a grade of C or better) and permission of department head.
Corequisite(s): EDUC 473.
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.
CAP
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EDUC 473 - Seminar-Student Teaching Residency II (Cr. 1)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): (ARED 470, EDUC 470E, EDUC 470P, EDUC 470S, HHP 470, or MUED 470), EDUC 471, and permission of department head.
Corequisite(s): ARED 472, EDUC 472E, EDUC 472P, EDUC 472S, HHP 472, or MUED 472.
Cr. 1
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EDUC 483E - Student Teaching Non-Master’s Alternative Certification (Lab. 12, Cr. 6)
Description
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 / Corequisites
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
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EDUC 483M - Student Teaching Non-Master’s Alternative Certification (Lab. 12, Cr. 6)
Description
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 / Corequisites
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
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EDUC 483P - Student Teaching Non-Master’s Alternative Certification (Lab. 12, Cr. 6)
Description
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 / Corequisites
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
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EDUC 483S - Student Teaching Non-Master’s Alternative Certification (Lab. 12, Cr. 6)
Description
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 / Corequisites
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
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EDUC 485E - Internship Non-Master’s Alternative Certification (Lab. 6, Cr. 3)
Description
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.
Prerequisites / Corequisites
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
INT
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EDUC 485M - Internship Non-Master’s Alternative Certification (Lab. 12, Cr. 3)
Description
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.
Prerequisites / Corequisites
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
INT
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EDUC 485P - Internship Non-Master’s Alternative Certification (Lab. 6, Cr. 3)
Description
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.
Prerequisites / Corequisites
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
INT
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EDUC 485S - Internship Non-Master’s Alternative Certification (Lab. 6, Cr. 3)
Description
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.
Prerequisites / Corequisites
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
INT
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EDUC 499 - Entrance into the Non-Master’s Alternative Program (Cr. 0)
Description
Candidates seeking admission to a Post-Baccalaureate Certificate program in education must be admitted to the institution and meet program admission criteria (identified as prerequisite(s) to this course). Once the EDUC 499 application is submitted and approved, a grade of S (satisfactory) or U (unsatisfactory) will be assigned.
Prerequisites / Corequisites
Prerequisite(s): Bachelor’s degree with a minimum GPA of 2.20 and (passing scores on Praxis content exam and [Praxis Core Academic Skills for Educators exam, ACT, or SAT]).
Cr. 0
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EDUC 503 - Diagnosis and Remediation of Reading Difficulties (Lec. 3, Cr. 3)
Description
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 / Corequisites
Prerequisite(s): EDUC 599 and EDUC 642.
Lec. 3 Cr. 3
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EDUC 510 - Portfolio Management for Teacher Education Programs and Certifications (Cr. 0)
Description
Mandatory attendance at workshop designed to assist entering graduate 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
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EDUC 523 - Classroom Management and Organization in Elementary Schools (Lec. 3, Cr. 3)
Description
Strategies for promoting positive learning climates in the elementary school. Attendance at seminars will be required.
Notes
For alternate certification students only. Must be taken during the regular semester prior to student teaching or internship. No duplicate credit for EDUC 523 and EDUC 410 or EDUC 623.
Prerequisites / Corequisites
Prerequisite(s): EDUC 599.
Lec. 3 Cr. 3
Field Experience 20 hours
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EDUC 524 - Elementary Classroom Engagement and Management (Lec. 2, Cr. 2)
Description
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.
Lec. 2 Cr. 2
Field Experience 10 hours
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EDUC 525 - Classroom Management and Organization in Secondary Schools (Lec. 3, Cr. 3)
Description
Strategies for promoting positive learning climates in the secondary school. Attendance at seminars will be required.
Notes
For students in the Secondary Education Grades 6-12 MAT program only. No duplicate credit for EDUC 525 and EDUC 412 or EDUC 625.
Lec. 3 Cr. 3
Field Experience 20 hours
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EDUC 530 - Science in the Elementary Classroom (Lec. 2, Cr. 2)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): EDUC 599.
Corequisite(s): EDUC 531 and (EDUC 682E or EDUC 697E).
Lec. 2 Cr. 2
Field Experience 10 hours
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EDUC 531 - Social Studies in the Elementary Classroom (Lec. 2, Cr. 2)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): EDUC 599.
Corequisite(s): EDUC 530 and (EDUC 682E or EDUC 697E).
Lec. 2 Cr. 2
Field Experience 10 hours
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EDUC 599 - Admission to the Master of Arts in Teaching Program (Cr. 0)
Description
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 Prerequisite(s) to this course. Once an EDUC 599 application is submitted, candidates will be assigned a grade of S (satisfactory) or U (unsatisfactory).
Prerequisites / Corequisites
Prerequisite(s): Bachelor’s degree with a minimum GPA of 2.5 and (passing scores on Praxis content exam and [Praxis Core Academic Skills for Educators exam, ACT, or SAT]).
Cr. 0
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EDUC 600 - Admission to Teacher Residency - Master of Arts in Teaching (Cr. 0)
Description
In the semester prior to enrolling in the first semester of teacher residency, students must submit all required documentation. Upon approval from the Office of Student Teaching and Professional Education Services, students will be assigned a grade of S (satisfactory) or U (unsatisfactory).
Cr. 0
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EDUC 606 - Foundations of Advanced Teaching (Lec. 3, Cr. 3)
Description
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
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EDUC 617 - Planning and Instruction in the Content Area (Lec. 1, Cr. 1)
Description
Fundamental components of instructional planning for educational environments creating interdisciplinary lessons including differentiation, state approved Tier 1 Curriculum, and current state and national standards.
Lec. 1 Cr. 1
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EDUC 618 - Elementary School Language Arts Program (Lec. 3, Cr. 3)
Description
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
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EDUC 621 - Elementary School Mathematics Program (Lec. 3, Cr. 3)
Description
Methods and materials for teaching mathematics appropriate for the elementary school.
Prerequisites / Corequisites
Prerequisite(s): EDUC 599.
Lec. 3 Cr. 3
Field Experience 20 hours
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EDUC 624 - Reading in the Content Area for Secondary Education (Lec. 3, Cr. 3)
Description
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 secondary teachers.
Prerequisites / Corequisites
Prerequisite(s): EDUC 599.
Lec. 3 Cr. 3
Field Experience 10 hours
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EDUC 627 - Foundations of Reading in the Elementary School (Lec. 3, Cr. 3)
Description
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.
Lec. 3 Cr. 3
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EDUC 628 - Elementary Mathematics Methods (Lec. 3, Cr. 3)
Description
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.
Lec. 3 Cr. 3
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EDUC 632 - Practicum in Correction of Reading Difficulties (Lec. 1, Lab. 4, Cr. 3)
Description
Minimum of 32 clock hours of supervised remediation procedures applied to children having a variety of reading disabilities.
Notes
Offered during spring semester only.
Prerequisites / Corequisites
Prerequisite(s): EDUC 631.
Lec. 1 Lab. 4 Cr. 3
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EDUC 635 - Principles of Learning and Teaching in Secondary Education (Lec. 3, Cr. 3)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): EDUC 599.
Lec. 3 Cr. 3
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EDUC 640 - Pedagogies of Assessment and Intervention for Reluctant Learners (Lec. 3, Cr. 3)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): EDUC 599.
Lec. 3 Cr. 3
Field Experience 15 hours
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EDUC 642 - Reading in the Elementary School (Lec. 3, Cr. 3)
Description
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
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EDUC 643 - Teaching Reading for the Diverse Learner (Lec. 3, Cr. 3)
Description
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 ELIT 643.
Prerequisites / Corequisites
Prerequisite(s): EDUC 599 and EDUC 642.
Lec. 3 Cr. 3
Field Experience 20 hours
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EDUC 644 - Seminar in Reading Curriculum for Culturally Diverse Learners (Lec. 3, Cr. 3)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): Permission of department head.
Lec. 3 Cr. 3
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EDUC 645 - Reading in the Content Area for Elementary and Secondary Teachers (Lec. 3, Cr. 3)
Description
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.
Lec. 3 Cr. 3
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EDUC 647 - Educational Foundations (Lec. 3, Cr. 3)
Description
Multicultural education, comparative education, and education of the diverse learner.
Lec. 3 Cr. 3
Field Experience 10 hours
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EDUC 654 - Problems in Measurement and Evaluation (Lec. 3, Cr. 3)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): EDUC 599.
Lec. 3 Cr. 3
Field Experience 10 hours
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EDUC 655 - Supervision of Student Teachers (Lec. 3, Cr. 3)
Description
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
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EDUC 658 - Trends and Issues in Elementary Education (Lec. 3, Cr. 3)
Description
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.
Lec. 3 Cr. 3
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EDUC 670 - Research II: Applied Educational Research (Lec. 3, Cr. 3)
Description
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
Must be taken during the regular semester prior to graduation and enrollment in EDUC 699. No duplicate credit for EDUC 670 and ELIT 670.
Prerequisites / Corequisites
Prerequisite(s): EDLD 600 and permission of department head.
Lec. 3 Cr. 3
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EDUC 678 - Methods, Models, and Strategies in the Content Area (Lec. 3, Cr. 3)
Description
Examines theoretical underpinnings of widely-used instructional methodologies and applies development of these instructional strategies to teaching diverse populations in today’s secondary classrooms.
Prerequisites / Corequisites
Prerequisite(s): EDUC 599.
Lec. 3 Cr. 3
Field Experience 20 hours
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EDUC 680E - Student Teaching Residency I - MAT Elementary (Cr. 3)
Description
Designed for Master of Arts in Teaching candidates with a concentration in Elementary Education. 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 681 (Residency Performance Portfolio) and EDUC 654 (Problems in Measurement and Evaluation) are a particular focus in this residency; however, the resident engages in all content areas.
Notes
Student Teaching Residency I (EDUC 680E) and Student Teaching Residency II (EDUC 682E) must be taken in consecutive semesters.
Prerequisites / Corequisites
Prerequisite(s): EDUC 600 and permission of department head.
Corequisite(s): EDUC 654 and EDUC 681.
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.
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EDUC 680S - Student Teaching Residency I - MAT Secondary (Cr. 3)
Description
Designed for Master of Arts in Teaching candidates concentrating in a secondary education subject area. 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 681 (Residency Performance Portfolio) and EDUC 654 (Problems in Measurement and Evaluation) are a particular focus in this residency; however, the resident engages in all content areas.
Notes
Student Teaching Residency I (EDUC 680S) and Student Teaching Residency II (EDUC 682S) must be taken in consecutive semesters.
Prerequisites / Corequisites
Prerequisite(s): EDUC 600 and permission of department head.
Corequisite(s): EDUC 654 and EDUC 681.
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.
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EDUC 681 - MAT Residency Performance Portfolio (Lec. 2, Cr. 2)
Description
Porfolio 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.
Prerequisites / Corequisites
Prerequisite(s): EDUC 600 and permission of department head.
Corequisite(s): EDUC 654 and (EDUC 680E or EDUC 680S).
Lec. 2 Cr. 2
Field Experience 20 hours
CAP
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EDUC 682E - Student Teaching Residency II - MAT Elementary (Cr. 3)
Description
Designed for Master of Arts in Teaching Elementary Education 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.
Notes
Student Teaching Residency I (EDUC 680) and Student Teaching Residency II (EDUC 682) must be taken in consecutive semesters.
Prerequisites / Corequisites
Prerequisite(s): EDUC 680E (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. Percentage requirements vary by major.
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EDUC 682S - Student Teaching Residency II - MAT Secondary (Cr. 3)
Description
Designed for Master of Arts in Teaching in Secondary Education 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.
Notes
Student Teaching Residency I (EDUC 680S) and Student Teaching Residency II (EDUC 682S) must be taken in consecutive semesters.
Prerequisites / Corequisites
Prerequisite(s): EDUC 680S (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. Percentage requirements vary by major.
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EDUC 683 - MAT Clinical Experience (Lab. 12, Cr. 6)
Description
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 / Corequisites
Prerequisite(s): EDUC 599, passing score on the Praxis: Principles of Learning and Teaching, and permission of Director of Student Teaching and Professional Education Services (ST/PES).
Lab. 12 Cr. 6
Field Experience 200 hours
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EDUC 685 - Internship (Lab. 6, Cr. 3)
Description
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 / Corequisites
Prerequisite(s): EDUC 599, bachelor’s degree, completion of required education courses, full-time teaching assignment, passing scores on the Praxis: Principles of Learning and Teaching and the specialty area, and permission of Director of Student Teaching and Professional Education Services (ST/PES).
Lab. 6 Cr. 3
INT
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EDUC 686 - Characteristics of Gifted Individuals (Lec. 3, Cr. 3)
Description
Characteristics, needs, and learning difficulties of gifted/creative children. Overview of programs, strategies, and curricular adjustments for gifted.
Lec. 3 Cr. 3
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EDUC 687 - Social and Emotional Needs of the Gifted (Lec. 3, Cr. 3)
Description
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.
Lec. 3 Cr. 3
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EDUC 688 - Methods for Teaching the Academically Gifted (Lec. 3, Cr. 3)
Description
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 / Corequisites
Prerequisite(s): EDUC 686.
Lec. 3 Cr. 3
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EDUC 689 - Creative Thinking and Problem Solving (Lec. 3, Cr. 3)
Description
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.”
Lec. 3 Cr. 3
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EDUC 690 - Practicum in Curriculum and Instruction (Lec. 1, Lab. 4, Cr. 3)
Description
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 / Corequisites
Prerequisite(s): Permission of department head.
Lec. 1 Lab. 4 Cr. 3
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EDUC 691 - Science Curriculum for the Elementary School (Lec. 3, Cr. 3)
Description
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.
Lec. 3 Cr. 3
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EDUC 692 - Social Studies Curriculum for the Elementary School (Lec. 3, Cr. 3)
Description
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.
Lec. 3 Cr. 3
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EDUC 694 - Science and Social Studies Curriculum for the Elementary School (Lec. 3, Cr. 3)
Description
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.
Prerequisites / Corequisites
Prerequisite(s): EDUC 599.
Lec. 3 Cr. 3
Field Experience 15 hours
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EDUC 696E - Internship Residency I - MAT Elementary (Cr. 3)
Description
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 681 (Residency Performance Portfolio) and EDUC 654 (Problems in Measurement and Evaluation) are a particular focus in this residency; however, the resident engages in all appropriate content areas.
Notes
Internship Residency I (EDUC 696E) and Internship Residency II (EDUC 697E) must be taken in consecutive semesters.
Prerequisites / Corequisites
Prerequisite(s): EDUC 600 and permission of department head.
Corequisite(s): EDUC 654 and EDUC 681.
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.
INT
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EDUC 696S - Internship Residency I - MAT Secondary (Cr. 3)
Description
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 681 (Residency Performance Portfolio) and EDUC 654 (Problems in Measurement and Evaluation) are a particular focus in this residency; however, the resident engages in all appropriate content areas.
Notes
Internship Residency I (EDUC 696S) and Internship Residency II (EDUC 697S) must be taken in consecutive semesters.
Prerequisites / Corequisites
Prerequisite(s): EDUC 600 and permission of department head.
Corequisite(s): EDUC 654 and EDUC 681.
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.
INT
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EDUC 697E - Internship Residency II - MAT Elementary (Cr. 3)
Description
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. MAT Internship or Student Teaching-6 hours total, and include participant-oriented methodology through group seminars.
Notes
Internship Residency I (EDUC 696E) and Internship Residency II (EDUC 697E) must be taken in consecutive semesters.
Prerequisites / Corequisites
Prerequisite(s): EDUC 696E (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. Percentage requirements vary by major.
INT
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EDUC 697S - Internship Residency II - MAT Secondary (Cr. 3)
Description
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. MAT Internship or Student Teaching-6 hours total, and include participant-oriented methodology through group seminars.
Notes
Internship Residency I (EDUC 696S) and Internship Residency II (EDUC 697S) must be taken in consecutive semesters.
Prerequisites / Corequisites
Prerequisite(s): EDUC 696S (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. Percentage requirements vary by major.
INT
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EDUC 699 - Research III: Seminar in Educational Research (Lec. 3, Cr. 3)
Description
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 / Corequisites
Prerequisite(s): EDUC 670, completion of all course work in selected concentration area, and permission of department head.
Lec. 3 Cr. 3
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ELEN 210 - Electric Circuits I (Lec. 3, Cr. 3)
Description
Covers applied basic DC, transient, and AC electric circuit concepts including Ohm’s and Kirchoff’s law applications, nodal and mesh analyses, circuit theorems such as superposition, Norton, and Thevenin theorems, operational amplifiers, basic operation of capacitor and inductor systems, and elementary Laplace transform theory and its application to circuit analysis.
Notes
No duplicate credit for ELEN 210 and ENGR 211.
Prerequisites / Corequisites
Prerequisite(s): MATH 190.
Lec. 3 Cr. 3
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ELEN 220 - Electric Circuits II (Lec. 2, Lab. 3, Cr. 3)
Description
Introduces network analysis in the time and frequency domains by employing neper and radian frequencies, pole and zero analysis, resonance, magnetically coupled circuits, Fourier series, the Laplace transform, AC and steady state analysis, the introduction to filter applications, and the introduction of mutual inductance will be covered. Basic single and three phase power analyses are introduced. Students explore the concepts by laboratory experimentation.
Notes
No duplicate credit for ELEN 220 and ELEN 302.
Prerequisites / Corequisites
Prerequisite(s): ENGR 109 and (ELEN 210 or ENGR 211).
Lec. 2 Lab. 3 Cr. 3
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ELEN 260 - Digital Systems Design (Lec. 3, Cr. 3)
Description
Number systems, Boolean algebra, combination and sequential digital system design techniques, registers, counters and the memory unit, algorithmic state machine.
Notes
No duplicate credit for ELEN 260 and CPEN 260.
Prerequisites / Corequisites
Prerequisite(s): CSCI 180, ELEN 210, ENGR 211, or permission of department head.
Lec. 3 Cr. 3
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ELEN 261 - Digital Systems Design Laboratory (Lab. 3, Cr. 1)
Description
Digital logic experiments with numbering systems and Boolean algebra, and the study of digital systems design concepts.
Notes
No duplicate credit for ELEN 261 and CPEN 261.
Prerequisites / Corequisites
Prerequisite(s)/Corequisite(s): CPEN 260, CSCI 274, or ELEN 260.
Lab. 3 Cr. 1
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ELEN 310 - Signals and Systems (Lec. 3, Cr. 3)
Description
Analyzes signals and systems in the time and frequency domain, introduces sampling theory, digital filter design applications, spectral estimation, and digital signal processing. Computer simulation/verification used.
Notes
No duplicate credit for ELEN 310 and ELEN 304.
Prerequisites / Corequisites
Prerequisite(s): ELEN 220.
Lec. 3 Cr. 3
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