Education Course Descriptions
EDUC 202 Educational Psychology (B)(See PSYU 202)
Involves the application of Psychological principles concerned with the processes of growth and development, thinking, learning and motivation to the problems of
education. Principles of social Psychology and mental hygiene are applied to educational problems in the home, school and community. Pre-Requisite: PSYC-101.
EDUC 210: Teaching Reading with Trade Books
This course presents the theoretical base for how children acquire literacy and develop skills in reading, writing, speaking, and listening, as processes for constructing meaning. A primary focus of the course is to present instructional planning and teaching strategies best designed to accomplish this goal. A second emphasis is an exploration and appreciation of varying genres of children’s literature. The two strands of the course are interwoven as students apply their growing knowledge of methodology to the use of literature in the development of instructional units.
EDUC 211: Writing Rubrics
In this course students develop instructional strategies in process writing and writing-to-learn, as integral parts of the language arts curriculum in the elementary classroom. The use of literacy portfolios as tools for documenting literacy development is explored from the perspective of current research.
EDUC 222: Foundations of Education
Students explore the historical, philosophical and social foundations of education and their relationship to the present day. Additionally, the course provides a framework and tools to analyze, synthesize and evaluate current issues, practices and procedures related to teachers and the factors that influence their teaching.
EDUC 307: Fieldwork in Education: Pre‑K
In this fieldwork experience, students will observe and participate in educational activities in a pre‑school, nursery, or day care center. Students participate in schools/settings for at least two half‑days per week. Co-Requisite: EDUC-316.
EDUC 308: Fieldwork in Education: Grades K-3
In this fieldwork experience, students will observe and participate in educational activities in a K‑3 classroom. Students participate in school settings for at least two half‑days per week. Co-Requisite: EDUC-316.
EDUC 309: Fieldwork in Education: Grades 4-6
In this fieldwork experience, students will observe and participate in educational activities in an urban school in a grade four through six classrooms. Students will explore multicultural implications of the setting and will design a plan to accommodate various learning styles. Participation in school settings for at least two half‑days a week is required.
EDUC 316: Elementary Methodology I
This course examines all aspects of planning for instruction including materials, curricular organization, and textbook utilization. A thematic approach to unit planning will be emphasized which emphasizes the integration of all subjects with emphasis on Art and Music strategies. Classroom management strategies will be discussed including motivation, grouping, physical layout, climate and discipline. This course examines the opportunities to extend learning through homework, utilizing community resources, parental involvement and the library. Emphasizes effective student assessment through the use of standardized test interpretation, formative and summative evaluations, portfolios and anecdotal records. Creating a multicultural classroom, understanding gender differences and celebrating diversity will be included. Effective utilization of school support staff will be explored. Multiple Intelligence Theory will be correlated to lesson planning and activities. This course interfaces with Practicum I, either EDUCU 307 or EDUCU 308.
EDUC 317: Elementary Methodology II
The emphasis of this course will be on two strands. The first will emphasize social studies and citizenship education. The second will emphasize science education in the elementary classroom. Students will incorporate a thematic approach when planning a unit or lesson as well as integrating Art and Music teaching strategies throughout. It is expected that students will utilize the objectives presented in Methodology I in all activities and assessments in this course. Methodology II interfaces with Practicum II, EDUCU 309. Prerequisite: EDUCU 316.
EDUC 326: Strategies for Teaching Mathematics
Students explore the structure of mathematics, sets and numbers, systems of numeration, problem-solving and skill development. The content of elementary school mathematics and the development of strategies for effective teaching of mathematics concepts in K-6 classrooms are emphasized. Students will examine the NCTM Curriculum and Evaluation Standards and Professional Teaching Standards to evaluate curriculum requirements, manipulatives, activities and computer software designed for the elementary school classroom.
EDUC 339-340: Curriculum in Early Childhood Education
This one‑year course focuses on the content, methods, and materials involved in programming for young children. Instructional strategies, teacher behaviors, and curriculum trends and their effects on children are presented, as well as programming for infants and toddlers with major emphasis on ages 3‑8 years. All pedagogical methodology is related to children’s social, emotional, intellectual and physical development.
EDUC 341: Administration and Supervision of Early Childhood Programs
The administration of programs in early childhood education is the focus of this course which deals with: methods of parent orientation and participation, staff recruitment, relevant legal issues for administrators of early childhood programs, techniques of supervision, observation of staff and evaluation of children’s programs. Student will examine, analyze and develop general operating and personnel procedures.
EDUC 346: Technology In Education
Introduces students to applications, games, simulations and resource software to enrich and enhance the curriculum including the arts. Students develop their own criteria and strategies for the selection and uses of technology across the curriculum and across grade levels.
EDUC 350: Introduction to Special Education
This course is designed to provide a complete overview of Special Education and the children who receive special education services. Areas of concentration include classifications and definitions, patterns of learning, description of assessment and intervention strategies, legislation, and inclusion. To obtain a broader more comprehensive perspective, students will conduct research through journal articles, Internet searches, classroom observations and interviews of parents and/or teachers.
EDUC 351: Assessment and Education of Exceptional Students
In this course, students examine current practices in assessment of students with disabilities, including the use of multicultural assessments. The course includes a review the issues of standardized testing requirements for these students under state and federal regulations and policies. In addition, constructivist assessment practices, such as portfolios, will be examined for use with children with special needs. Prerequisite: EDUC 350.
EDUC 354: Education Practice for Students with Learning Disabilities and Behavioral Disorders
Examination of current research on the needs of students with learning disabilities, attention deficit disorders and emotional/behavioral disorders is the content of this course. Methods for including these students in the regular classroom with lesson plans identifying modifications to the existing curriculum are
described. A beginning survey of behavior management techniques will be addressed. Prerequisite: EDUC 350
EDUC 420: Student Teaching
This course is the culminating field experience, consisting of observation, participation and actual teaching. Assigned to an elementary school either public or private, student teacher is supervised and rated by a cooperating teacher within the school as well as by the college supervisor. Prerequisites: Senior status, completion of course work in education and approval of department, a G.P.A. of 3.0 and a 3.0 in the major. Students who have not passed the PPST Tests will not be admitted to Student Teaching. EDUC 420 and EDUC 421 must be taken simultaneously.
EDUC 421: Student Teaching Seminar
This seminar, in support of the field experience, includes weekly conferences to correlate general skills and principles of teaching and learning with the student teaching experience. This course addresses the identification and analysis of problems facing student teachers, and includes workshops on selected target areas. The students will compile their final portfolio according to the exit competencies.
EDUC 490: Independent Study in Education
Variable credit from 1.0 to 3.0. Repeatable for credit. Permission of Instructor required and registration must be handled by the Registrar's Office.
EDUC 498: Senior Seminar
In seminar format, students explore areas of current interest and research not included in structured courses. The course is structured to include group discussions, independent study and research. Students present their research in an oral presentation and a written paper. Senior status required. Pre-Requisites: ENGL-101, 105 or IDHP-200; plus a Writing Intensive course.
EDUC 400: Honors
Students focus on a core issue in early childhood or elementary education and, with tutorial guidance, formulate and complete a self‑directed independent study. By Departmental invitation only.
EDSC 315: General Methods in Secondary Education
This course provides preparation of students in all major departments for general knowledge applicable to secondary school curricula. Pedagogical issues addressed in the course include lesson plan creation, unit preparation, grading, tracking, inclusion and physical and mental health issues.
EDSC 316: Reading in the Content Areas
This course, for secondary education majors, focuses on metacognitive processes in reading for all disciplines in the junior and senior high school curriculum. Strategies for teaching vocabulary acquisition, comprehension, reasoning and problem solving, and study techniques are presented.
EDSC 317: Special Methods in the Areas of English and Social Studies
This fieldwork course includes observation and participation in secondary classrooms in both public and private settings. Students participate in a middle school, junior high school, or senior high school setting for at least one‑half day per week. Field experience is combined with on‑campus course work focused on classroom and instructional management.
EDSC 420: Student Teaching in Secondary Schools
Culminating field experience, consisting of observation, participation and actual teaching. Assigned to an elementary school, either public or private, student teacher is supervised and rated by a cooperating teacher within the school as well as by the college supervisor. Pre-Requisites:
completion of education coursework; overall GPA and a major GPA of 3.0 plus have passed the Praxis I test. Co-Requisite: EDSC-421.
EDSC 421: Student Teaching Seminar
This seminar, in support of the field experience, includes weekly conferences to correlate general skills and principles of teaching and learning with the student teaching experience. This course addresses the identification and analysis of problems facing student teachers. The students will compile their final portfolio according to the exit competencies.
EDMN 220: Montessori Philosophy and Educational Theory
In this course, students explore the educational philosophy that influenced Maria Montessori. A second trend, emanating from science and the scientific method, forms a comparative study of her predecessors in the fields of child development, medicine, anthropology and pedagogy. Background relates the pedagogical principles of the Montessori method to today’s educational philosophies and methods.
EDMN 221: Montessori Everyday Living and Art
A study of the child’s environment and culture dictates the exercises that aid inner discipline, self‑esteem, a sense of order, and muscular control. Montessori pedagogical principles provide the rationale for demonstration of techniques appropriate for the very young child. Prerequisite: EDMN 220, unless exempted by Program Director.
EDMN 222: Montessori Sensorial and Music
This course provides the rationale and technique under girding the refinement of sense perceptions as a means of acquiring classified, detailed and accurate knowledge from the environment. Students receive practical insight into the role of movement. Prerequisite: EDMN 220.
EDMN 223: Montessori Mathematics
This course enables the student to assess a child’s mathematical readiness, to introduce number with its properties of cardinality and ordinality, to develop the mathematical experience to include the basic operations with the didactic apparatus. This course provides preparation for the intern experience. Prerequisite: EDMN 220.
EDMN 224: Montessori Language
In this course students learn how to design language programs within the prepared Montessori environment. Discussion includes the responsibility of the teacher in the different levels of development that lead to writing and reading, in the sequencing of materials, and in adaptations to specific language needs of children with special emphasis on the urban minority child. Prerequisite: EDMN 220.
EDMN 235: Montessori Natural and Social Sciences
This course provides the student with material for the study of natural and social sciences used in the Montessori classroom appropriate to the age and development of the young child. Students explore the wonders of nature, and the interaction of human beings and nature. Suggestions are included for developing parent‑teacher partnerships and mutual responsibilities. Prerequisite: EDMN 220.
EDMN 430/432: Montessori Fall/Spring Internship
A year’s internship taken in the student's senior year which brings together the theory, practice and curriculum of Montessori Education. Co-Requisite: EDMN 431. Cross-listed: GRMON 630.
EDMN 431/433: Montessori Fall/Spring Seminar
Regularly scheduled biweekly seminars to correlate methods and student teaching run concurrently with the Internship for both fall and spring semesters. Seminar consists of bi-weekly meetings that discuss and evaluate observation and participation experiences of seminar students working in Montessori classrooms. Problems and challenges facing student interns, parents and administrators are addressed. Co- Requisite: EDMN-430. Cross-listed: GRMON-631.