Mar 29, 2024  
2020-2021 Academic Catalog 
    
2020-2021 Academic Catalog [Archived Catalog]

Course Descriptions


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.

 
  
  • EDUC 416 - Diagnostic and Remedial Reading in the Elementary School Practicum


    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.

    Note(s)
    No duplicate credit for EDUC 416 and EDUC 503.

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): (EDUC 200, EDUC 299, or EDUC 499) and EDUC 316.

    Cr 3
    Lec 2
    Lab 2
    Field Experience 20 hours

  
  • EDUC 419 - Early Childhood Assessment and Practicum I


    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.

    Note(s)
    Must be taken during the regular semester prior to student teaching. No duplicate credit for EDUC 419 and EDUC 619.

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

    Cr 3
    Lec 2
    Lab 2
    Field Experience 60 hours

  
  • EDUC 420 - Early Childhood Assessment and Practicum II


    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.

    Note(s)
    Must be taken during the regular semester prior to student teaching.

    Prerequisite(s)/Corequisite(s)
    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.


    Cr 3
    Lec 2
    Lab 2
    Field Experience 90 hours

  
  • EDUC 421 - Curriculum and Instruction in Early Childhood Education


    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.

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

    Cr 3
    Lec 3
    Field Experience 40 hours

  
  • EDUC 422 - Performance and Visual Arts in the Elementary School


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

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

    Cr 2
    Lec 2
    Field Experience 15 hours

  
  • EDUC 440 - Curriculum and Instruction in the Secondary Content Area


    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. 

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): EDUC 200, (EDUC 402, EDUC 403, EDUC 404, EDUC 405, or OSBC 465), EDUC 412, and permission of department head.

    Cr 3
    Lec 3
    Field Experience 20 hours

    Course Designation(s)
    • NYF
  
  • EDUC 460E - Student Teaching Residency I - PBC


    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.

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

    Prerequisite(s)/Corequisite(s)
    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.

  
  • EDUC 460M - Student Teaching Residency I - PBC


    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.

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

    Prerequisite(s)/Corequisite(s)
    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.

  
  • EDUC 460S - Student Teaching Residency I - PBC


    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.

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

    Prerequisite(s)/Corequisite(s)
    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.

  
  • EDUC 461E - Student Teaching Residency II - PBC


    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.

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

    Prerequisite(s)/Corequisite(s)
    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.

  
  • EDUC 461M - Student Teaching Residency II - PBC


    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.

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

    Prerequisite(s)/Corequisite(s)
    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.

  
  • EDUC 461S - Student Teaching Residency II - PBC


    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.

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

    Prerequisite(s)/Corequisite(s)
    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.

  
  • EDUC 462E - Internship Residency I - PBC


    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.

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

    Prerequisite(s)/Corequisite(s)
    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.

    Course Designation(s)
    • INT
  
  • EDUC 462M - Internship Residency I - PBC


    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.

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

    Prerequisite(s)/Corequisite(s)
    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.

    Course Designation(s)
    • INT
  
  • EDUC 462S - Internship Residency I - PBC


    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.

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

    Prerequisite(s)/Corequisite(s)
    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.

    Course Designation(s)
    • INT
  
  • EDUC 463E - Internship Residency II - PBC


    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.

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

    Prerequisite(s)/Corequisite(s)
    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.

    Course Designation(s)
    • INT
  
  • EDUC 463M - Internship Residency II - PBC


    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.

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

    Prerequisite(s)/Corequisite(s)
    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.

    Course Designation(s)
    • INT
  
  • EDUC 463S - Internship Residency II - PBC


    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.

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

    Prerequisite(s)/Corequisite(s)
    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.

    Course Designation(s)
    • INT
  
  • EDUC 468E - Student Teaching


    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.

    Note(s)
    No duplicate credit for EDUC 468E and SPED 468.

    Prerequisite(s)/Corequisite(s)
    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
    Course Fee $25.00

    Course Designation(s)
    • CAP
    • NYF
  
  • EDUC 468P - Student Teaching


    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.

    Note(s)
    No duplicate credit for EDUC 468P and SPED 468.

    Prerequisite(s)/Corequisite(s)
    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
    Course Fee $25.00

    Course Designation(s)
    • CAP
    • NYF
  
  • EDUC 468S - Student Teaching


    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.

    Note(s)
    No duplicate credit for EDUC 468S and SPED 468.

    Prerequisite(s)/Corequisite(s)
    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
    Course Fee $50.00

    Course Designation(s)
    • CAP
    • NYF
  
  • EDUC 469 - Field Study Project


    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. ​

    Prerequisite(s)/Corequisite(s)
    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).

    Cr 2
    Lec 2
    Field Experience 20 hours

    Course Designation(s)
    • CAP
  
  • EDUC 470E - Student Teaching Residency I - Baccalaureate


    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.

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

    Prerequisite(s)/Corequisite(s)
    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.

  
  • EDUC 470P - Student Teaching Residency I - Baccalaureate


    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.

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

    Prerequisite(s)/Corequisite(s)
    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.

  
  • EDUC 470S - Student Teaching Residency I - Baccalaureate


    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.

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

    Prerequisite(s)/Corequisite(s)
    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.

  
  • EDUC 471 - Seminar-Student Teaching Residency I


    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.

    Prerequisite(s)/Corequisite(s)
    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
  
  • EDUC 472E - Student Teaching Residency II - Baccalaureate


    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.

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

    Prerequisite(s)/Corequisite(s)
    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.

    Course Designation(s)
    • CAP
  
  • EDUC 472P - Student Teaching Residency II - Baccalaureate


    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.

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

    Prerequisite(s)/Corequisite(s)
    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.

    Course Designation(s)
    • CAP
  
  • EDUC 472S - Student Teaching Residency II - Baccalaureate


    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.

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

    Prerequisite(s)/Corequisite(s)
    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.

    Course Designation(s)
    • CAP
  
  • EDUC 473 - Seminar-Student Teaching Residency II


    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.

    Prerequisite(s)/Corequisite(s)
    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
  
  • EDUC 483E - Student Teaching Non-Master’s Alternative Certification


    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.

    Prerequisite(s)/Corequisite(s)
    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).

    Cr 6
    Lab 12
    Course Fee $25.00

  
  • EDUC 483P - Student Teaching Non-Master’s Alternative Certification


    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.

    Prerequisite(s)/Corequisite(s)
    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).

    Cr 6
    Lab 12
    Course Fee $25.00

  
  • EDUC 483S - Student Teaching Non-Master’s Alternative Certification


    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.

    Prerequisite(s)/Corequisite(s)
    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).

    Cr 6
    Lab 12
    Course Fee $25.00

  
  • EDUC 485E - Internship Non-Master’s Alternative Certification


    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.

    Note(s)
    May be repeated to accrue a total of 6 credit hours.

    Prerequisite(s)/Corequisite(s)
    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).

    Cr 3
    Lab 6
    Course Fee $25.00

    Course Designation(s)
    • INT
  
  • EDUC 485M - Internship Non-Master’s Alternative Certification


    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.

    Note(s)
    May be repeated to accrue a total of 6 credit hours.

    Prerequisite(s)/Corequisite(s)
    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).

    Cr 3
    Lab 6
    Course Designation(s)
    • INT
  
  • EDUC 485P - Internship Non-Master’s Alternative Certification


    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.

    Note(s)
    May be repeated to accrue a total of 6 credit hours.

    Prerequisite(s)/Corequisite(s)
    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).

    Cr 3
    Lab 6
    Course Fee $25.00

    Course Designation(s)
    • INT
  
  • EDUC 485S - Internship Non-Master’s Alternative Certification


    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.

    Note(s)
    May be repeated to accrue a total of 6 credit hours.

    Prerequisite(s)/Corequisite(s)
    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).

    Cr 3
    Lab 6
    Course Fee $25.00

    Course Designation(s)
    • INT
  
  • EDUC 499 - Entrance into the Non-Master’s Alternative Program


    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.

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): Permission of department head (refer to Teacher Education Preparation Portals  page of the Academic Catalog for requirements).

    Cr 0
  
  • EDUC 503 - Diagnosis and Remediation of Reading Difficulties


    Description
    Study of the characteristics of diagnosis and remedial teaching. During field experience hours, candidates will apply diagnostic procedures and remedial techniques using special reading materials and evaluative devices.

    Note(s)
    No duplicate credit for EDUC 503 and EDUC 416 or EDUC 630.

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): EDUC 599 and EDUC 642.

    Cr 3
    Lec 3
    Field Experience 30 hours

  
  • EDUC 504 - Mentor Teacher Training I


    Description
    Building strong relationships with mentees by identifying areas of reinforcement and refinement, developing actionable coaching plans, implementing co-teaching models, and reflecting on the process and growth of the mentee specific to the areas of classroom management and content. Candidates are required to submit all distinction assessments into BloomBoard in order to progress to Mentor Training II. Fee required to submit assessments for grading within BloomBoard. 

    Note(s)
    For curriculum and instruction and educational technology leadership majors only. No duplicate credit for EDUC 504 and EDUC 606.

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s)/Corequisite(s): EDUC 603.

    Cr 3
    Lec 3
    Course Fee $175.00 (paid directly to BloomBoard)

    Field Experience 20 hours

  
  • EDUC 505 - Mentor Teacher Training II for Elementary Education


    Description
    With a focus on elementary content knowledge and pedagogy, this course is designed to improve understanding of high-quality instruction of prioritized academic content while supporting mentee instruction of that content. Candidates are required to submit all assessments through BloomBoard by the end of the semester.

    Candidates will earn a certificate of participation to submit to the Louisiana Department of Education for a Mentor Teacher ancillary certificate after earning a grade of C or better in EDUC 504 and EDUC 505; participating in at least 90% of the activities within EDUC 504 and EDUC 505; passing all of the distinction assessments within BloomBoard; and having scored at the Effective Proficient or Highly Proficient level in at least three of the last five years of teaching.

    Note(s)
    For curriculum and instruction and educational technology leadership majors only. No duplicate credit for EDUC 505 and EDUC 655.

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): EDUC 504.

    Cr 3
    Lec 3
    Field Experience 20 hours

  
  • EDUC 506 - Mentor Teacher Training II for Secondary ELA


    Description
    With a focus on secondary ELA content knowledge and pedagogy, this course is designed to improve understanding of high-quality instruction of prioritized academic content while supporting mentee instruction of that content. Candidates are required to submit all assessments through BloomBoard by the end of the semester.

    Candidates will earn a certificate of participation to submit to the Louisiana Department of Education for a Mentor Teacher ancillary certificate after earning a grade of C or better in EDUC 504 and EDUC 506; participating in at least 90% of the activities within EDUC 504 and EDUC 506; passing all of the distinction assessments within BloomBoard; and having scored at the Effective Proficient or Highly Proficient level in at least three of the last five years of teaching.

    Note(s)
    For curriculum and instruction and educational technology leadership majors only. No duplicate credit for EDUC 506 and EDUC 655.

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): EDUC 504.

    Cr 3
    Lec 3
    Field Experience 20 hours

  
  • EDUC 507 - Mentor Teacher Training II for Secondary Mathematics


    Description
    With a focus on secondary mathematics content knowledge and pedagogy, this course is designed to improve understanding of high-quality instruction of prioritized academic content while supporting mentee instruction of that content. Candidates are required to submit all assessments through BloomBoard by the end of the semester.

    Candidates will earn a certificate of participation to submit to the Louisiana Department of Education for a Mentor Teacher ancillary certificate after earning a grade of C or better in EDUC 504 and EDUC 507; participating in at least 90% of the activities within EDUC 504 and EDUC 507; passing all of the distinction assessments within BloomBoard; and having scored at the Effective Proficient or Highly Proficient level in at least three of the last five years of teaching.

    Note(s)
    For curriculum and instruction and educational technology leadership majors only. No duplicate credit for EDUC 507 and EDUC 655.

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): EDUC 504.

    Cr 3
    Lec 3
    Field Experience 20 hours

  
  • EDUC 508 - Mentor Teacher Training II for Universal


    Description
    With a focus on universal content knowledge and pedagogy, this course is designed to improve understanding of high-quality instruction of prioritized academic content while supporting mentee instruction of that content. Candidates are required to submit all assessments through BloomBoard by the end of the semester.

    Candidates will earn a certificate of participation to submit to the Louisiana Department of Education for a Mentor Teacher ancillary certificate after earning a grade of C or better in EDUC 504 and EDUC 508; participating in at least 90% of the activities within EDUC 504 and EDUC 508; passing all of the distinction assessments within BloomBoard; and having scored at the Effective Proficient or Highly Proficient level in at least three of the last five years of teaching.

    Note(s)
    For curriculum and instruction and educational technology leadership majors only. No duplicate credit for EDUC 508 and EDUC 655.

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): EDUC 504.

    Cr 3
    Lec 3
    Field Experience 20 hours

  
  • EDUC 510 - Portfolio Management for Teacher Education Programs and Certifications


    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.

    Note(s)
    Candidates are expected to enroll in this course during the first semester of a teacher education program.

    Cr 0
    Course Fee $133.00

  
  • EDUC 523 - Classroom Management and Organization in Elementary Schools


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

    Note(s)
    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.

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): EDUC 599.

    Cr 3
    Lec 3
    Field Experience 20 hours

  
  • EDUC 524 - Elementary Classroom Engagement and Management


    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.

    Cr 2
    Lec 2
    Field Experience 10 hours

  
  • EDUC 525 - Classroom Management and Organization in Secondary Schools


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

    Note(s)
    For students in the Secondary Education Grades 6-12, MAT program only. No duplicate credit for EDUC 525 and EDUC 412 or EDUC 625.

    Cr 3
    Lec 3
    Field Experience 10 hours

  
  • EDUC 530 - Science in the Elementary Classroom


    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. ​

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): EDUC 599.

    Cr 2
    Lec 2
    Field Experience 10 hours

  
  • EDUC 531 - Social Studies in the Elementary Classroom


    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.

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): EDUC 599.

    Cr 2
    Lec 2
    Field Experience 10 hours

  
  • EDUC 599 - Admission to the Master of Arts in Teaching Program


    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 prerequisites to this course. Once an EDUC 599 application is submitted, candidates will be assigned a grade of S (satisfactory) or U (unsatisfactory).

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): Permission of department head (refer to Teacher Education Preparation Portals   page of the Academic Catalog for requirements).

    Cr 0
  
  • EDUC 600 - Admission to Teacher Residency - Master of Arts in Teaching


    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).

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): Permission of department head (refer to Teacher Education Preparation Portals  page of the Academic Catalog for requirements).

    Cr 0
  
  • EDUC 603 - Admission to the Master of Education Program


    Description
    Students admitted to the Master of Education program must submit an EDUC 603 packet to the Department of Education Professions during the first term of the program. Once an EDUC 603 packet is submitted, students will be assigned a grade of S (satisfactory) or U (unsatisfactory).

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): Permission of department head (refer to Teacher Education Preparation Portals  page of the Academic Catalog for requirements).
    Corequisite(s): EDUC 504 or EDUC 608.

    Cr 0
  
  • EDUC 606 - Foundations of Advanced Teaching


    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).

    Cr 3
    Lec 3
  
  • EDUC 607 - Seminar in Advanced Literacy Studies


    Description
    This course provides advanced literacy practices through the examination and application of critical literacy, culturally responsive/sustaining pedagogy, new literacy studies, and others. 

    Cr 3
    Lec 3
    Field Experience 15 hours

  
  • EDUC 608 - Policy, Law, and Ethics in P-12 Education


    Description
    Case study, analysis, synthesis, and evaluation of litigation trends, policy development, diversity, and ethical issues relative to P-12 education in America. 

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s)/Corequisite(s): EDUC 603.

    Cr 3
    Lec 3
  
  • EDUC 611 - Introduction to Language and Culture


    Description
    Presents a theoretical and practical approach to the study of intercultural communication. Focuses on the many elements and processes involved in the sending and receiving of messages across cultures. The aim of the course is to increase sensitivity to and understanding of intercultural differences and similarities, leading to more effective communication.

    Cr 3
    Lec 3
    Field Experience 5 hours

  
  • EDUC 612 - Methods of Teaching English Learners


    Description
    Incorporates different methodologies for teaching English as a second language (ESL/EL) and academic content with exploration and development of lessons appropriate for students who are limited English proficient (LEP). Includes methodologies and activities to make the English language and academic content comprehensible to students.

    Cr 3
    Lec 3
    Field Experience 5 hours

  
  • EDUC 613 - Structure of the English Language


    Description
    Aims to equip students with basic facts about the world’s languages, a fundamental prerequisite to understanding the nature of human language. The diversity of languages across space and time and the fundamental similarities of languages will be examined. Topics include language families and historical relationships, linguistic typology, language universals, and sound and structure features of the world’s languages.

    Cr 3
    Lec 3
  
  • EDUC 614 - Curriculum Design for the Multicultural Classroom


    Description
    Reviews theory, procedures and learning strategies applicable to English language learners in the multicultural classroom. The design of curriculum and assessment for teaching language and content to English language learners focuses on the examination of characteristics of learners from different cultural settings and the adaptations, methods, materials, and resources that support instruction for these learners.

    Cr 3
    Lec 3
    Field Experience 5 hours

  
  • EDUC 617 - Planning and Instruction in the Content Area


    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.

    Cr 1
    Lec 1
  
  • EDUC 621 - Elementary School Mathematics Program


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

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): EDUC 599.

    Cr 3
    Lec 3
    Field Experience 15 hours

  
  • EDUC 624 - Reading in the Content Area for Secondary Education


    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.

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): EDUC 599.

    Cr 3
    Lec 3
    Field Experience 15 hours

  
  • EDUC 627 - Foundations of Reading


    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. Advanced study and research are stressed in making the connection between reading and writing in classroom practice. 

    Cr 3
    Lec 3
  
  • EDUC 628 - Elementary Mathematics Methods


    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.

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


    Description
    Using varied assessment instruments candidates will diagnose, prescribe, and implement research-based interventions for a struggling reader and writer.

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): EDUC 627.

    Cr 3
    Lec 3
    Field Experience 30 hours

  
  • EDUC 632 - Practicum in Correction of Reading Difficulties


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

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): EDUC 631.

    Cr 3
    Lec 1
    Lab 4
  
  • EDUC 635 - Principles of Learning and Teaching in Secondary Education


    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.

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): EDUC 599.

    Cr 3
    Lec 3
  
  • EDUC 640 - Pedagogies of Assessment and Intervention for Reluctant Learners


    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.

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): EDUC 599.

    Cr 3
    Lec 3
    Field Experience 15 hours

  
  • EDUC 642 - Reading in the Elementary School


    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.

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): EDUC 599 and EDUC 643.

    Cr 3
    Lec 3
    Field Experience 15 hours

  
  • EDUC 643 - Teaching Reading for the Diverse Learner


    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.

    Note(s)
    No duplicate credit for EDUC 643 and ELIT 643.

    Cr 3
    Lec 3
    Field Experience 10 hours

  
  • EDUC 644 - Seminar in Reading Curriculum for Culturally Diverse Learners


    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.

    Note(s)
    No duplicate credit for EDUC 644 and ELIT 644.

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): Permission of department head.

    Cr 3
    Lec 3
  
  • EDUC 645 - Reading in the Content Area


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

    Note(s)
    No duplicate credit for EDUC 645 and ELIT 645.

    Cr 3
    Lec 3
  
  • EDUC 647 - Educational Foundations


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

    Cr 3
    Lec 3
    Field Experience 5 hours

  
  • EDUC 654 - Problems in Measurement and Evaluation


    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.

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): EDUC 599.

    Cr 3
    Lec 3
    Field Experience 10 hours

  
  • EDUC 655 - Supervision of Student Teachers


    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.

    Cr 3
    Lec 3
  
  • EDUC 670 - Research II: Applied Educational Research


    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.

    Note(s)
    Must be taken during the regular semester prior to graduation and enrollment in EDUC 699. No duplicate credit for EDUC 670 and ELIT 670.

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): EDLD 600 and permission of department head.

    Cr 3
    Lec 3
  
  • EDUC 678 - Methods, Models, and Strategies in the Content Area


    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.  

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): EDUC 599.

    Cr 3
    Lec 3
    Field Experience 20 hours

  
  • EDUC 680E - Student Teaching Residency I - MAT Elementary


    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.

    Note(s)
    Student Teaching Residency I (EDUC 680E) and Student Teaching Residency II (EDUC 682E) must be taken in consecutive semesters.

    Prerequisite(s)/Corequisite(s)
    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.

  
  • EDUC 680S - Student Teaching Residency I - MAT Secondary


    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.

    Note(s)
    Student Teaching Residency I (EDUC 680S) and Student Teaching Residency II (EDUC 682S) must be taken in consecutive semesters.

    Prerequisite(s)/Corequisite(s)
    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.

  
  • EDUC 681 - MAT Residency Performance Portfolio


    Description
    Portfolio 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)/Corequisite(s)
    Prerequisite(s): EDUC 600 and permission of department head.
    Corequisite(s): EDUC 654 and (EDUC 680E or EDUC 680S).

    Cr 2
    Lec 2
    Field Experience 20 hours

    Course Designation(s)
    • CAP
  
  • EDUC 682E - Student Teaching Residency II - MAT Elementary


    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.

    Note(s)
    Student Teaching Residency I (EDUC 680) and Student Teaching Residency II (EDUC 682) must be taken in consecutive semesters.

    Prerequisite(s)/Corequisite(s)
    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.

  
  • EDUC 682S - Student Teaching Residency II - MAT Secondary


    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.

    Note(s)
    Student Teaching Residency I (EDUC 680S) and Student Teaching Residency II (EDUC 682S) must be taken in consecutive semesters.

    Prerequisite(s)/Corequisite(s)
    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.

  
  • EDUC 683 - MAT Clinical Experience


    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.

    Prerequisite(s)/Corequisite(s)
    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).

    Cr 6
    Lab 12
    Course Fee $25.00

    Field Experience 200 hours

  
  • EDUC 685 - Internship


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

    Note(s)
    Intern will enroll in this course for two semesters with credit given each semester.

    Prerequisite(s)/Corequisite(s)
    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).

    Cr 3
    Lab 6
    Course Fee $25.00

    Course Designation(s)
    • INT
  
  • EDUC 686 - Characteristics of Gifted Individuals


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

    Cr 3
    Lec 3
  
  • EDUC 687 - Social and Emotional Needs of the Gifted


    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.

    Cr 3
    Lec 3
  
  • EDUC 688 - Methods for Teaching the Academically Gifted


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

    Note(s)
    No duplicate credit for EDUC 688 and SPED 652.

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): EDUC 686.

    Cr 3
    Lec 3
  
  • EDUC 689 - Creative Thinking and Problem Solving


    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.”

    Cr 3
    Lec 3
  
  • EDUC 690 - Practicum in Curriculum and Instruction


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

    Note(s)
    May be repeated as topics vary to accrue a total of 6 credit hours.

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): Permission of department head.

    Cr 3
    Lec 1
    Lab 4
  
  • EDUC 691 - Science Curriculum for the Elementary School


    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.

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


    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.

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): EDUC 599.

    Cr 3
    Lec 3
    Field Experience 15 hours

  
  • EDUC 696E - Internship Residency I - MAT Elementary


    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.

    Note(s)
    Internship Residency I (EDUC 696E) and Internship Residency II (EDUC 697E) must be taken in consecutive semesters.

    Prerequisite(s)/Corequisite(s)
    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.

    Course Designation(s)
    • INT
  
  • EDUC 696S - Internship Residency I - MAT Secondary


    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.

    Note(s)
    Internship Residency I (EDUC 696S) and Internship Residency II (EDUC 697S) must be taken in consecutive semesters.

    Prerequisite(s)/Corequisite(s)
    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.

    Course Designation(s)
    • INT
  
  • EDUC 697E - Internship Residency II - MAT Elementary


    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.

    Note(s)
    Internship Residency I (EDUC 696E) and Internship Residency II (EDUC 697E) must be taken in consecutive semesters.

    Prerequisite(s)/Corequisite(s)
    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.

    Course Designation(s)
    • INT
  
  • EDUC 697S - Internship Residency II - MAT Secondary


    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.

    Note(s)
    Internship Residency I (EDUC 696S) and Internship Residency II (EDUC 697S) must be taken in consecutive semesters.

    Prerequisite(s)/Corequisite(s)
    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.

    Course Designation(s)
    • INT
  
  • EDUC 699 - Research III: Seminar in Educational Research


    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.

    Note(s)
    Must be taken during candidate’s final semester.

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): EDUC 670, completion of all course work in selected concentration area, and permission of department head.

    Cr 3
    Lec 3
  
  • ELEN 210 - Electric Circuits I


    Description
    Covers applied basic DC, transient, and AC electric circuit concepts including Ohm’s and Kirchhoff’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.

    Note(s)
    No duplicate credit for ELEN 210 and ENGR 211.

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): MATH 190.

    Cr 3
    Lec 3
  
  • ELEN 220 - Electric Circuits II


    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.

    Note(s)
    No duplicate credit for ELEN 220 and ELEN 302.

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): ELEN 210 or ENGR 211.

    Cr 3
    Lec 2
    Lab 3
  
  • ELEN 260 - Digital Systems Design


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

    Note(s)
    No duplicate credit for ELEN 260 and CPEN 260.

    Prerequisite(s)/Corequisite(s)
    Prerequisite(s): CSCI 180, ELEN 210, ENGR 211, or permission of department head.

    Cr 3
    Lec 3
 

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