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ECON 403 - Intermediate Microeconomic Theory (Lec. 3, Cr. 3)
In-depth analysis of markets and maximizing behavior. Indifference curve analysis,market structure, production and efficient resource usage, general equilibrium, and welfare analysis.
Prerequisites: ECON 203, Junior Standing. Junior standing.
Lec. 3 Cr. 3
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ECON 404 - Intermediate Macroeconomic Theory (Lec. 3, Cr. 3)
LCCN: N/A
In-depth analysis of the national economy. Business fluctuations and unemployment, inflation, monetary and fiscal policy, budget deficits, and the international dimensions of government economic policies.
Prerequisites: ECON 204. Junior standing.
Lec. 3 Cr. 3
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ECON 421 - Labor Economics (Lec. 3, Cr. 3)
LCCN: N/A
Analysis of labor markets and employment decisions of individuals. Supply and demand for labor, human capital theory, labor migration, discrimination, occupational wage differentials, labor unions, collective bargaining, and government regulations of labor markets.
Prerequisites: ECON 201 or ECON 203. Junior standing.
Lec. 3 Cr. 3
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ECON 431 - International Trade (Lec. 3, Cr. 3)
LCCN: N/A
Analysis of international trade theory, practice and policy. Comparative advantage, foreign exchange markets, the balance of payments, factor endowments, economic growth, trade restrictions, and economic integration.
Prerequisites: ECON 201 or ECON 203. Junior standing.
Lec. 3 Cr. 3
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ECON 461 - Public Sector Economics (Lec. 3, Cr. 3)
Analysis of government and public sector decision making in a democratic setting, including taxing, spending, problems of externalities and property rights.
Notes
Duplicate credit will not be given for ECON 451 and ECON 461.
Prerequisite: ECON 203 and junior standing.
Lec. 3 Cr. 3
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ECON 491 - Directed Research in Economics (Cr. 3)
LCCN: N/A
Individual directed reading and research in a major field of economics. Research product required.
Prerequisites: ECON 403, ECON 404, and permission of department head. Junior standing. Open to finance majors only.
Cr. 3
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ECON 499 - Internship in Economics (Cr. 3)
LCCN: N/A
Structured program of work experience in economics with a participating employer and a coordinator from College of Business. Minimum of 150 clock hours of work experience is required for each 3 hours credit.
Notes
Open to Finance majors with an economics concentration only.
Prerequisites: ECON 204; Minimum 3.0 grade point average in the College of Business courses and permission of department head. Junior standing.
Cr. 3
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ECON 602 - Economic Analysis (Lec. 3, Cr. 3)
Overview of micro and macroeconomic theories including supply and demand, price formation, resource allocation and the production of goods and services, cost, profit, market structure, and government intervention; and the determinants of aggregate economic output, employment, interest rates, and the price level, as well as the fiscal and monetary policy tools that may be used to influence these variables.
Prerequisites: Acceptance in a Graduate Degree program and permission of MBA Director.
Lec. 3 Cr. 3
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ECON 641 - Managerial Economics (Lec. 3, Cr. 3)
Applications of economic analysis in solving business problems. Emphasis on demand, costs, production, pricing, and capital budgeting theories in managerial decisions.
Prerequisites: ECON 602 or its equivalents and permission of MBA Director.
Lec. 3 Cr. 3
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EDLD 600 - Research I: Foundations of Educational Research (Lec. 3, Cr. 3)
Introductory class where candidates identify origins, purposes, and types of educational research; locate educational information; calculate and interpret basic statistical terms; evaluate research publications, and prepare research reports. Candidates use information from research to guide decisions about instruction and the school improvement process.
Notes
No duplicate credit for EDLD 600 and EDLD 603.
Lec. 3 Cr. 3
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EDLD 603 - Research Methods and Technology for School Leaders (Lec. 3, Cr. 3)
Origin, purposes and types of educational research; location of educational information; calculation and interpretation of statistics; evaluation of research publications; preparation of research reports; application of technology to the use of data by school leaders.
Lec. 3 Cr. 3
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EDLD 610 - Developing A Vision for an Effective Learning Community (Lec. 3, Cr. 3)
Philosophy, history, and foundations of educational leadership to develop, articulate, implement, and sustain a student-centered vision for education that effectively prepares life-long learners to function in a pluralistic society.
Lec. 3 Cr. 3
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EDLD 620 - School Culture and Dispositions (Lec. 3, Cr. 3)
Tools and strategies to promote high-performance learning culture. Action-oriented approach conducive to high achievement by students and adults. Planning for continued professional development is emphasized as a tool in meeting goals of an effective school.
Lec. 3 Cr. 3
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EDLD 630 - Professional Ethics and School Law (Lec. 3, Cr. 3)
Public school laws, policies, regulations, and procedures and their applications by educational leaders in a fair and ethical manner; emphasis on administrative practices that demonstrate equity and the exercise of ethical behavior.
Lec. 3 Cr. 3
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-
EDLD 637 - Technology Leadership in Schools (Lec. 3, Cr. 3)
Foundation skills for managing technology for teaching and learning at school site: instructional design, integration with standards, logistics, training, and implementation.
Notes
No duplicate credit for EDLD 637, ELIT 640, EDTC 637 or EDTC 640.
Lec. 3 Cr. 3
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EDLD 640 - Seminar on Teaching and Learning (Lec. 3, Cr. 3)
Prioritizing, mapping, and monitoring the Curriculum; Leading assessment and instruction; and meeting standards.
Lec. 3 Cr. 3
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EDLD 650 - School Improvement: Utilizing Data to Lead Change (Lec. 3, Cr. 3)
School improvement process; identify competencies, capabilities, and expertise necessary to make desired changes in school programs; use data to identify strengths and weaknesses in order to create an effective school program.
Lec. 3 Cr. 3
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EDLD 660 - Management of School Resources and Personnel (Lec. 3, Cr. 3)
School administrator’s role in providing personnel with knowledge, skills and attitudes to fulfill goals of the total school system; ethical principles and practices in recruitment, selection and placement of public school employees; legal aspects of personnel management.
Lec. 3 Cr. 3
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EDLD 670 - School/Community Relations (Lec. 3, Cr. 3)
Need for, purpose of school public relations programs and available public relations media in the area. Examination of models and strategies for effective communication.
Lec. 3 Cr. 3
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EDLD 671 - Statistics (Lec. 3, Cr. 3)
Statistical procedures as applied to analysis and interpretation of test results, educational research, and psychological measurement.
Notes
No duplicate credit for EDLD 671 and ELIT 671.
Lec. 3 Cr. 3
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EDLD 680 - Research II Advanced Applications of Educational Research (Lec. 3, Cr. 3)
Advanced applications of educational research; emphasizes strengths and appropriateness of selected research methods, demonstrates how practitioners conduct research in educational settings, and enables candidates to become critical consumers and potential users of research in ethical ways.
Lec. 3 Cr. 3
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EDLD 690 - Instructional Leadership: Standards, Theories, and Practices (Lec. 3, Cr. 3)
Current leadership standards, theories and practices necessary for the school improvement process. Models of delivery to meet the needs of students with different learning styles. Oral presentations and scheduled field assignments.
Lec. 3 Cr. 3
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EDLD 696 - Educational Leadership Practicum I (Lab. 9, Cr. 3)
First half of the capstone experience for educational leaders. Provides on-the-job training (120 hours) for prospective administrators under guidance of an experienced, practicing administrator with supervision by university faculty member.
Prerequisite: Permission of instructor.
Lab. 9 Cr. 3
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EDLD 697 - Educational Leadership Practicum II (Lab. 9, Cr. 3)
Second half of the capstone experience for educational leaders. Provides on-the-job training (120 hours) for prospective administrators under guidance of an experienced, practicing administrator with supervision by university faculty member.
Prerequisite: Permission of instructor.
Lab. 9 Cr. 3
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EDLD 698 - Elements of Educational Research Design (Lec. 3, Cr. 3)
Basic principles of educational research design. Design and analytical procedures for each of the research categories commonly utilized in the solution of educational problems receive major emphasis.
Notes
No duplicate credit for EDLD 698 and ELIT 699.
Prerequisite: 24 sem. hrs. of Leadership courses.
Lec. 3 Cr. 3
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EDLD 699 - Field Study and/or Project (Cr. 3)
Graduate research project in the area of the student’s major concentration under guidance and direction of major professor.
Notes
No duplicate credit for EDLD 699, ELIT 601 and EDUC 601.
Prerequisites: 24 sem. hrs of Administration and Supervision program courses.
Cr. 3
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EDTC 100 - Introduction to Technology in Education (Lec. 1, Cr. 1)
Current and emerging technology concepts in education, including but not limited to multimedia and interactive whiteboard hardware and software. Prerequisite for entering all undergraduate degree-granting and alternative certification teacher education programs. Recommended for students in teacher education programs only.
Lec. 1 Cr. 1
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EDTC 245 - Educational Technology Foundations (Lec. 3, Cr. 3)
LCCN: N/A
Selection, evaluation, and electronic storage; Internet resources; literature review of special needs; emerging technology applications in K-12 classroom teaching.
Lec. 3 Cr. 3
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EDTC 345 - Educational Media (Lec. 2, Lab. 2, Cr. 3)
Design, production and evaluation of educational media: graphic design, displays, lettering, transparency production. Laboratory experience in the operation, care, and use of audio-visual equipment.
Lec. 2 Lab. 2 Cr. 3
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EDTC 445 - Computer Classroom Management (Lec. 3, Cr. 3)
Applications including the use of the computer as an instructional and educational management tool. Word processing, database, spreadsheet, graphics, telecommunications features of an applications package. Interactive multimedia productions. Use of Internet resources.
Lec. 3 Cr. 3
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EDTC 600 - Integrating Technology into the Classroom (Lec. 3, Cr. 3)
Use of Louisiana content standards and technology-integrated instructional strategies to facilitate classroom achievement. Focus on integrating technology, Internet resources, and curriculum competencies for use in a standards-based educational setting.
Notes
May be repeated, as topics vary, to accrue a total of 9 cr. hrs. Cannot be used to fulfill degree requirements.
Lec. 3 Cr. 3
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EDTC 602 - Design and Development of Multimedia for Instruction (Lec. 3, Cr. 3)
Computer utilization in the classroom. Participants research, design, implement and evaluate multi-sensory instructional units commercial and original in nature. Hands-on activities provide examples for an integrated instructional approach to teaching and learning.
Notes
No duplicate credit for EDTC 602 and EDTC 660.
Lec. 3 Cr. 3
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-
EDTC 610 - Visual Learning (Lec. 3, Cr. 3)
Theoretical and practical aspects of using visuals instruction, with an emphasis in current research in visual literacy and visual learning.
Lec. 3 Cr. 3
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EDTC 611 - Learning and Cognition (Lec. 3, Cr. 3)
Promoting and disseminating interdisciplinary advances in theory and research of cognition and learning. Important developments in theory into training/teaching/learning environments.
Lec. 3 Cr. 3
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| |
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EDTC 614 - Survey of Educational Telecommunications, Networks, and the Internet (Lec. 3, Cr. 3)
Survey of the planning, development, implementation and management of distance learning; networking; and using Internet use for teaching and learning.
Notes
No duplicate credit for EDTC 614 and EDTC 622.
Lec. 3 Cr. 3
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| |
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EDTC 617 - Educational Technology Research and Assessment: Instructional Media Design (Lec. 3, Cr. 3)
Identification and application of educational and technology-related research, the psychology of learning, and instructional design principles guiding the use of computers and related technologies in education.
Notes
No duplicate credit for EDTC 617 and EDTC 659.
Lec. 3 Cr. 3
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| |
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EDTC 620 - Qualitative Research (Lec. 3, Cr. 3)
Focuses on qualitative methods and tools, needs assessment, instructional design, media design and development, formative evaluation, etc, as well as related professional skills, such as consulting and project management.
Lec. 3 Cr. 3
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EDTC 621 - Advanced Telecommunications and Distance Learning (Lec. 3, Cr. 3)
Curriculum standards, distance and electronic learning technologies, methodologies for instruction and student support, networking support and management, end-user support or troubleshooting.
Notes
No duplicate credit for EDTC 621 and EDTC 657.
Lec. 3 Cr. 3
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| |
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EDTC 624 - Directed Study in Educational Technology (Lec. 3, Cr. 3)
Project-based synthesis of educational technology skills. Field-oriented course emphasizing creative or scholarly work integrating various elements of educational technology in instructional enterprises.
Lec. 3 Cr. 3
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EDTC 625 - Technology Planning and Administration (Lec. 3, Cr. 3)
Focus on the development of knowledge and skills in: grant writing, technology planning, facilities and resource management, technology staff and personnel management, funding in budgetary issues, technology policies and procedures, school connectivity planning and design, and purchasing practices.
Notes
No duplicate credit for EDTC 625 and EDTC 630.
Lec. 3 Cr. 3
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| |
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EDTC 626 - Principles of Graphics Communication and Desktop Publishing (Lec. 3, Cr. 3)
Language and design of graphic communication, principles of visual arts, basic design principles, picture editing, and desktop publishing.
Lec. 3 Cr. 3
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EDTC 628 - Emerging Instructional Technologies (Lec. 3, Cr. 3)
Modern computer multimedia technologies in education, business, government, and health organization. Constructivist’s teaching including project-based learning and higher order thinking skill.
Notes
No duplicate credit for EDTC 628 and EDTC 658.
Lec. 3 Cr. 3
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EDTC 629 - Professional Development for K-12 Technology Integration (Lec. 3, Cr. 3)
State and national standards; current professional development issues and technology tool; curriculum and design; instructional program; implementing, and evaluating professional development for K-12 technology integration.
Notes
No duplicate credit for EDTC 629 and EDTC 665.
Lec. 3 Cr. 3
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| |
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EDTC 631 - Special Topics in Educational Technology (Lec. 3, Cr. 3)
In-depth studies of special topics applying technology use and multimedia development to various aspects of education.
Notes
Course may be repeated, investigating new topics with approval of department head, for up to 6 credit hours. Credit for EDTC 650 may only be used for 3 of the 6 credit hours.
Lec. 3 Cr. 3
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EDTC 634 - Video Technology in Education (Lec. 3, Cr. 3)
Collaborate groups, class discussions, readings, lectures, multimedia presentations, critical reflections, self evaluations, peer evaluations, authentic projects, oral presentations, project and movie critiques, field observations and problem solving using case studies.
Lec. 3 Cr. 3
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EDTC 636 - Organizational Change in Technology Integration (Lec. 3, Cr. 3)
Focus on the use of mentoring of individuals and/or small groups to implement educational and organizational change: develop organizational visioning strategies; employ change strategies for implementing new organizational programs.
Lec. 3 Cr. 3
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| |
-
EDTC 637 - Technology Leadership in Schools (Lec. 3, Cr. 3)
Foundation skills for managing technology for teaching and learning at school site: instructional design, integration with standards, logistics, training, and implementation.
Notes
No duplicate credit for EDTC 637, EDTC 640, ELIT 640, or EDLD 637.
Lec. 3 Cr. 3
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| |
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EDTC 639 - Independent Research in Educational Technology (Lec. 3, Cr. 3)
Research techniques applied to administration of educational technology; analysis of content and audience characteristics, effects of educational and commercial communications, and related fields. Culminating portfolio development.
Notes
No duplicate credit for EDTC 639 and EDTC 623.
Lec. 3 Cr. 3
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|
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|
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-
EDUC 103 - Seminar for Teacher Aides (Cr. 3)
Designed to emphasize the problems and role of teacher aides and their supervisors. Group discussions and individual conferences are a part of the course.
Notes
May be taught as a workshop.
Cr. 3
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-
EDUC 122 - Reading/Study Skills (Cr. 3)
Strategies in reading content area textbooks; reading for facts, reading for comprehension, and reading for test taking as well as vocabulary, are taught.
Notes
May be repeated but only 3 hours credit may count toward graduation requirements.
Cr. 3
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EDUC 123 - Advanced Reading/Study Skills (Lec. 3, Cr. 3)
Advanced strategies in reading for comprehension, fact acquisition, and assessment. Improvements of rate and accuracy or reading.
Notes
May be repeated but only 3 hours credit may count toward graduation requirements.
Prerequisite: EDUC 122.
Lec. 3 Cr. 3
|
| |
|
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EDUC 192 - Foundations of Early Childhood Education (Lec. 2, Lab. 2, Cr. 3)
Early Childhood educational theories and philosophies, school organization, professional ethics, and an overview and practical application of school curriculum and instruction.
Notes
No duplicate credit for EDUC 192 and NUFS 200.
Lec. 2 Lab. 2 Cr. 3
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EDUC 200 - Entrance into Teacher Education
Students planning to be teachers must make application through the Office of Teacher Education Admissions. Upon meeting criteria for admission, students will be assigned a grade of S (satisfactory) or U (unsatisfactory).
Lec. 0 Lab. 0 Cr. 0
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EDUC 202 - Foundations in Early Childhood Education and Early Intervention (Lec. 3, Cr. 3)
LCCN: N/A
Methods and materials of teaching and development of the young child, from birth to age eight, including children with special needs. Candidates will also explore the characteristics, identification, and development of children with special needs.
Notes
Field Experience: 10 hours
Prerequisite/corequisite: EDTC 100. Prerequisite: EDUC 192 .
Lec. 3 Cr. 3
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EDUC 203 - Theories and Principles of Learning and Teaching (Lec. 3, Cr. 3)
Practical application of research based on learning theory. An overview of teaching in today’s society and strategies of effective teaching.
Notes
Field Experience: 10 hours
Lec. 3 Cr. 3
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| |
|
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EDUC 216 - Introduction to Teaching Reading (Lec. 3, Cr. 3)
Introductory course on a balanced approach to reading instruction.
Notes
Field Experience: 10 hours
Lec. 3 Cr. 3
|
| |
-
EDUC 217 - Phonics in Elementary School (Lec. 1, Cr. 1)
Introduction to phonics in the elementary school using research-based concepts and instructional practices for teaching phonemic awareness and phonics to elementary student in order to increase their knowledge of sound/symbol relationships
Lec. 1 Cr. 1
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EDUC 311 - Foundations of Teaching in K-12 Classroom (Lab. 3, Cr. 3)
Overview of learning styles, instructional planning, and teaching in K-12 classrooms. Focuses on instructional planning and delivery in diverse settings and content areas.
Notes
Field Experience: 15 hours
Prerequisite: EDUC 200 or EDUC 499.
Lab. 3 Cr. 3
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EDUC 312 - Principles of Teaching and Instructional Processes in Secondary School (Lec. 3, Cr. 3)
Instructional processes associated with teaching adolescents with diverse learner characteristics. Principles of learning, cognition, motivation, and social factors in the design of instruction in content areas.
Notes
Field Experience: 15 hours
Prerequisite: EDUC 200 or EDUC 499.
Lec. 3 Cr. 3
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EDUC 316 - Methods of Teaching Reading in the Elementary School (Lec. 3, Cr. 3)
Principles, practices, methods, and materials for designing and implementing a balanced approach to teaching reading in elementary school.
Notes
Field Experience: 15 hours
Prerequisites: EDUC 200 or EDUC 499 and EDUC 216.
Lec. 3 Cr. 3
|
| |
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EDUC 319 - Child Development (Lec. 2, Lab. 2, Cr. 3)
Study of the development of children from birth to adolescence with emphasis on the various aspects of growth and their interrelationship.
Notes
No duplicate credit for EDUC 319, NUFS 321, and FACS 321.
Lec. 2 Lab. 2 Cr. 3
Writing Enriched Course WE
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EDUC 320 - Early Childhood School Organization and Administration (Lec. 3, Cr. 3)
Study of administration and organization of the early childhood school with reference to equipment, materials, working with parents, planning and execution of plans in kindergarten through grade three.
Notes
Field experience: 15 hours.
Prerequisites: EDUC 200 and EDUC 202.
Lec. 3 Cr. 3
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EDUC 321 - Methods of Teaching Language Arts in the Elementary School (Lec. 3, Cr. 3)
Content, methods, techniques, and evaluation procedures used in the teaching of oral and written English, spelling, handwriting, and listening.
Notes
Field Experience: 15 hours.
Prerequisites: EDUC 200 or EDUC 499. Corequisite: EDUC 329.
Lec. 3 Cr. 3
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| |
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EDUC 322 - Methods of Teaching Social Studies in the Elementary School (Lec. 3, Cr. 3)
Methods and materials related to the social studies curriculum.
Notes
Field Experience: 15 hours
Prerequisite: EDUC 200. Corequisite: EDUC 321.
Lec. 3 Cr. 3
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| |
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EDUC 323 - Methods of Teaching Mathematics in the Elementary School (Grades K-8) (Lec. 3, Cr. 3)
Overview of the mathematics curriculum in grades K-8. Methods and materials for presenting mathematics content in a developmentally appropriate manner. Exploration of assessment procedures.
Notes
Field Experience: 15 hours
Prerequisite: EDUC 499.
Lec. 3 Cr. 3
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EDUC 324 - Methods of Teaching Science in Elementary and Middle School (Lec. 3, Cr. 3)
Techniques of teaching, problems of teaching, and the proper use of materials for the science curriculum. Students explore a variety of evaluation procedures.
Notes
Field Experience: 15 hours
Prerequisites: EDUC 200 or EDUC 499.
Lec. 3 Cr. 3
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| |
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EDUC 328 - Methods of Teaching Language Arts and Social Studies in the Elementary (Grades 1-5) (Lec. 4, Cr. 4)
Methods and materials related to the social studies and language arts curriculum. Covers thematic unit design, development, implementation of content material, teaching strategies, evaluation, and assessment procedures.
Notes
Field Experience: 20 hours.
Prerequisites: EDUC 200 and EDUC 203.
Lec. 4 Cr. 4
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EDUC 329 - Methods of Teaching Social Living (Lec. 3, Cr. 3)
Methods and materials related to the social studies and science curriculum. Application of national and state standards and benchmarks into the curriculum.
Notes
Field Experience: 15 hours
Prerequisite: EDUC 200 or EDUC 499.
Lec. 3 Cr. 3
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EDUC 330 - Methods of Teaching in the Middle School (Grades 5-8) (Lec. 3, Cr. 3)
Methods and materials for teaching content in the middle grades. Lesson planning, unit planning, teaching techniques and strategies, and classroom management skills.
Notes
Field Experience: 15 hours
Prerequisite: EDUC 499.
Lec. 3 Cr. 3
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| |
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EDUC 333 - Methods and Materials in Reading for Secondary Teachers (Lec. 3, Cr. 3)
Methods, materials, and techniques that contribute to effective application of reading skills in the subject matter areas.
Notes
Field Experience: 15 hours
Prerequisites: EDUC 200 or EDUC 499.
Lec. 3 Cr. 3
|
| |
|
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EDUC 335 - Elementary Math Methods II (Lec. 3, Cr. 3)
Current principles, practices, methods, and materials for designing and implementing instruction in grades PK-5.
Notes
Field Experience: 15 hours
Prerequisites: EDUC 200 and EDUC 334.
Lec. 3 Cr. 3
|
| |
-
EDUC 336 - Assessment in Special and Inclusive Education (Lec. 3, Cr. 3)
Review of laws affecting assessment of children for special education, ethics/multicultural aspects of assessment, basic test theory, formal and informal measures of achievement, and response to teaching intervention (RTI). Administration of informal tests and development of teaching goals based on RTI.
Notes
Field Experience: 45 hours.
Prerequisite: EDUC 200 or EDUC 499.
Lec. 3 Cr. 3
|
| |
-
EDUC 351 - Educational Measurements (Lec. 3, Cr. 3)
Principles of tests and measurements in education.
Prerequisite: EDUC 200 or EDUC 499.
Lec. 3 Cr. 3
|
| |
-
EDUC 402 - Methods, Models and Strategies for Teaching Mathematics in High School (Lec. 3, Cr. 3)
Research-based methods and models of instruction for teaching mathematics: selection, development and application of cognitive models and strategies to lesson and unit design for diverse learners.
Notes
Designed for Mathematics Education majors.
Field Experience: 20 competency based hours
Prerequisites: EDUC 200, EDUC 204, EDUC 312, and EDUC 333.
Lec. 3 Cr. 3
|
| |
-
EDUC 403 - Methods, Models and Strategies for Teaching Science in High School (Lec. 3, Cr. 3)
Research-based methods and models of instruction for teaching science: selection, development and application of cognitive models and strategies to lesson and unit design for diverse learners.
Notes
Designed for Biology Education and Chemistry Education majors.
Field Experience: 20 competency based hours
Prerequisites: EDUC 200, EDUC 204, EDUC 312, and EDUC 333.
Lec. 3 Cr. 3
|
| |
-
EDUC 404 - Methods, Models and Strategies for Teaching English in High School (Lec. 3, Cr. 3)
Research-based methods and models of instruction for teaching English: selection, development and application of cognitive models and strategies to lesson and unit design for diverse learners.
Notes
Designed for English Education majors.
Field Experience: 20 competency based hours
Prerequisites: EDUC 200, EDUC 204, EDUC 312, and EDUC 333.
Lec. 3 Cr. 3
|
| |
-
EDUC 405 - Methods, Models and Strategies for Teaching Social Studies in High School (Lec. 3, Cr. 3)
Research-based methods and models of instruction for teaching social studies: selection, development and application of cognitive models and strategies to lesson and unit design for diverse learners.
Notes
Designed for Social Studies Education majors.
Field Experience: 20 competency based hours
Prerequisites: EDUC 200, EDUC 204, EDUC 312, and EDUC 333
Lec. 3 Cr. 3
|
| |
-
EDUC 406 - Methods, Models and Strategies for Teaching Modern Foreign Languages in High School (Lec. 3, Cr. 3)
Research-based methods and models of instruction for teaching foreign languages: selection, development and application of cognitive models and strategies to lesson and unit design for diverse learners.
Notes
Designed for Foreign Language Education majors.
Field Experience: 20 competency based hours
Prerequisites: EDUC 200, EDUC 204, EDUC 312, and EDUC 333
Lec. 3 Cr. 3
|
| |
|
| |
|
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EDUC 411 - Methods, Models and Strategies for Teaching in High School (Lec. 3, Cr. 3)
Research-based methods and models of instruction in secondary content areas: selection, development and application of cognitive models and strategies to lesson and unit design for diverse learners.
Notes
Field Experience: 15 hours
Prerequisites: EDUC 200 or EDUC 499.
Lec. 3 Cr. 3
|
| |
-
EDUC 412 - Secondary Classroom Management and Field Experience (Lec. 2, Lab. 2, Cr. 3)
Managing the ecology of a typical high school classroom: teacher belief systems, student perceptions, socio-cultural and motivational issues; cognitive models for classroom management emphasized. Prerequisite to student teaching and must be scheduled during the semester prior to student teaching.
Notes
Field Experience: 40 hours
Prerequisite: EDUC 200 or EDUC 499. Corequisite: Secondary Content Methods Course.
Lec. 2 Lab. 2 Cr. 3
Writing Enriched Course WE
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-
EDUC 416 - Diagnostic and Remedial Reading in the Elementary School Practicum (Lec. 2, Lab. 2, Cr. 3)
Practicum in a public K-5 setting, including characteristics of diagnosis and remedial teaching. Applications of diagnostic procedures and remedial techniques using special reading materials and evaluative devices.
Notes
Field Experience: 40 hours
Prerequisites: EDUC 200 or EDUC 499 and EDUC 316.
Lec. 2 Lab. 2 Cr. 3
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| |
|
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EDUC 440 - Practicum in Secondary Education (Lec. 2, Lab. 2, Cr. 3)
Field-based course with supervised participation and teaching in the primary and secondary teaching area in grades 6-12. Lesson planning, methodology, classroom management, assessment, and school/community engagement in diverse instructional settings. Prerequisite to student teaching and must be scheduled during the semester prior to student teaching.
Notes
Field Experience: 40 hours
Prerequisites: EDUC 200, EDUC 312, EDUC 412, and content area methods courses. Permission of department.
Lec. 2 Lab. 2 Cr. 3
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| |
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EDUC 468E - Student Teaching (Cr. 9 or 12)
Full day experience in a school setting in grades 1-6. Classroom teaching, oral communication, and related activities in an all day assignment. Minimum of 200 actual teaching hours required. Mandatory attendance at seminars.
Prerequisites: EDUC 200; completion of all methods courses with a grade of “C” or better and passage of the Specialty Area and PLT components of the Praxis. Permission from director of Student Teaching and Professional Education Services (ST/PES).
Cr. 9 or 12
Capstone Course CAP
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EDUC 468P - Student Teaching (Cr. 9 or 12)
Full day experience in a school setting in grades 1-3. Classroom teaching, oral communication, and related activities in an all day assignment. Minimum of 200 actual teaching hours required. Mandatory attendance at seminars.
Prerequisites: EDUC 200; completion of all methods courses with a grade of “C” or better and passage of the Specialty Area and PLT components of the Praxis. Permission from director of Student Teaching and Professional Education Services (ST/PES).
Cr. 9 or 12
Capstone Course CAP
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EDUC 468S - Student Teaching (Cr. 9 or 12)
Full day experience in a school setting in grades 7-12. Classroom teaching, oral communication, and related activities in an all-day assignment. Minimum of 200 actual teaching hours required. Mandatory attendance at seminars.
Prerequisites: EDUC 200; completion of all methods courses with a grade of “C” or better and passage of the Specialty Area and PLT components of the Praxis. Permission from director of Student Teaching and Professional Education Services (ST/PES).
Cr. 9 or 12
Capstone Course CAP
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EDUC 483E - Student Teaching Non-Master’s Alternative Certification (Lab. 12, Cr. 6)
Full-day experience in an elementary school setting. Minimum of 200 actual teaching hours must be completed with a minimum of 10 days in all-day teaching.
Prerequisite: Bachelor’s degree, completion of all required education courses, EDUC 499 and passing scores on the Praxis II: PLT.
Lab. 12 Cr. 6
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EDUC 483M - Student Teaching Non-Master’s Alternative Certification (Lab. 12, Cr. 6)
LCCN: N/A
Full-day experience in a middle school setting. Minimum of 200 actual teaching hours must be completed with a minimum of 10 days in all-day teaching.
Prerequisite: Bachelor’s degree, completion of all required education courses, EDUC 499, and passing scores on the Praxis II: PLT
Lab. 12 Cr. 6
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EDUC 483P - Student Teaching Non-Master’s Alternative Certification (Lab. 12, Cr. 6)
Full-day experience in an early childhood school setting. Minimum of 200 actual teaching hours must be completed with a minimum of 10 days in all-day teaching.
Prerequisite: Bachelor’s degree, completion of all required education courses, EDUC 499 and passing scores on the PRAXIS II: PLT.
Lab. 12 Cr. 6
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EDUC 483S - Student Teaching Non-Master’s Alternative Certification (Lab. 12, Cr. 6)
Full-day experience in a secondary school setting. Minimum of 200 actual teaching hours must be completed with a minimum of 10 days in all-day teaching.
Prerequisite: Bachelor’s degree, completion of all required education courses, EDUC 499 and passing scores on the Praxis II: PLT.
Lab. 12 Cr. 6
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EDUC 485E - Internship Non-Master’s Alternative Certification (Lab. 6, Cr. 3)
Inservice teachers seeking certification. Supervision provided by the principal, a designated classroom teacher, and a university supervisor. Intern will enroll for two semesters and credit given each semester.
Prerequisites: Bachelor’s degree, completion of all required education courses, EDUC 499 and passing scores on the Praxis II: PLT.
Lab. 6 Cr. 3
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