400

The course is primarily designed to introduce future teachers to school curriculum, instruction, and assessment for students age 3 through grade 8. Candidates gain an understanding of how curriculum, instruction, and assessment are interrelated and how theory and practice must be combined to make appropriate decisions as they complete a simulated pedagogical portfolio. For Education majors and minors only.

Focuses on the acquisition of language and the developmental products. Candidates will be provided with numerous effective language strategies that mediate and support learning of academic content as well as literacy. Candidates will practice using assessments and language intervention strategies designed for inclusive practice. For Education majors only.

Emphasizes developing knowledge, understanding, and communication skills to develop and apply the resources of communities and families to meet students' educational needs. Special attention is given to understanding both the concept of family as a social structure and the historical, cultural, legal, and social forces which shape families, schools, and communities. For junior or senior Education majors only.

Analyzes and plans toward productive behavior in academic and social settings. Candidates will participate in developing support systems for behavior in the classroom (PreK-transition) by learning alternative forms of intervention as well as collaborative and consultative techniques. For Education majors only.

Candidates learn to compose an IEP for students with mild disabilities, use relevant assessment methods to identify students' instructional needs and monitor their progress, use the assessment data to inform planning and teaching, participate in field work and practice all knowledge and skills they learn in the course. For Education majors only.

Candidates develop knowledge, skills, and dispositions for effectively teaching all learners participating in dual language (DL) programs. The course focuses on DL research, advantages and challenges of DL programs, planning, implementing and improving DL programs, DL instruction and assessment, advocating for multilingualism, and collaborating with communities.

Candidates learn to develop functional prevention and intervention assessment of students with moderate to severe disabilities, observe, sample, and analyze student behavior according to developmental cognitive, social, language, and motor domains in assessing and evaluating progress toward academic and curricular IEP goals and objectives, and understand specialized supports and technology. For Education majors only.

Candidates become familiar with a variety of teaching techniques based on second language acquisition research. Candidates apply knowledge about assessment principles to make informed instructional decisions that promote multilingual learners’ achievement across content areas. Candidates design materials built on learners’ backgrounds, interests, and abilities. For Education majors only.

Examines and applies the major concepts, theories, and research related to the nature and acquisition of language as a system. This includes a focus on the components of language, including phonology, morphology, syntax, semantics, pragmatics, semiotics, discourse varieties, aspects of social and academic language, rhetorical registers, and writing conventions.

Examines various theories and current practices in employing discrete and holistic assessment to inform instruction and measure student learning. Formative and summative techniques in traditional and performance-based approaches, and the aggregation and disaggregation of student data to inform instructional practices in diverse classrooms are some of the topics explored. For Education majors only.

Candidates plan instruction based on standards and create lessons that foster bilingualism, biliteracy, and biculturalism within a dual language bilingual education program. Candidates administer and interpret assessments in the language other than English and English. Simultaneously, candidates in a field (undergraduates) or clinical (graduates) placement in a dual language bilingual classroom. Required for Dual Language Specialization.

Examines various genres of literature, pre-primary through grade 8. Includes book selection appropriate to age and interest level. The course uses literature to enrich integrated school curriculum and demonstrates techniques for increasing reading motivation and teaching through print and technological media.

ED 415 is a 60- hour supervised field experience that provides opportunities for candidates to engage in tasks that represent clinical competencies aligned with state and national dual language bilingual teacher preparation standards. Must provide evidence of supervised general education student teaching experience or the equivalent of initial general education licensure.

Designed to help students become more proficient and effective when teaching with technology. Students will examine theory, issues, and concerns important when implementing technology and enhancing media and technology literacy; explore the impact of technology on today’s schools; develop skills for integrating technology to enhance learning; and experiment with hardware and software for increased teacher productivity.

Includes the content of comparative education and global education. Emphasis on multicultural education, civil rights, student and teacher rights in the context of school law and discrimination awareness with emphasis on school applications.

Emphasizes proactivity, problem-solving and communication in ages 3 through grade 8 classrooms as the means for creating productive learning environments. Offers insights and strategies for working with students from diverse backgrounds and learning styles, and for establishing effective classroom relationships, procedures, and routines that encourage students' intellectual, personal, and moral development. Field experience required.

Emphasizes proactivity, problem-solving and communication in grades 5-12 as the means for creating productive learning environments. Offers insights and practical strategies for working with students from diverse backgrounds and learning styles, and for establishing effective classroom relationships, procedures and routines that encourage students' intellectual, personal and moral development. Field experience required.

Develops reading and language arts skills, including speaking, listening and writing from age 3 through grade 8. Emphasizes reading readiness, emergent literacy, assessment, methods, materials, recent research, and theoretically sound practices for improvement and instruction of reading and language arts skills. All coursework is evenly distributed between age 3 and grade 8. Field experience required. For Education majors only.

Provides opportunities for candidates to explore trends, practices, materials, and resources for teaching mathematics and science to children ages 3 through grade 8. The course primarily includes content-specific methods, materials, and assessments appropriate to an integrated elementary curriculum. For Education majors only.

Pre-service teachers explore theoretical underpinnings and practice of integrating creativity into classrooms at all levels. Building from neuroscience and educational theorists, candidates explore readings, dialogues, and experimentation with creative methods and materials that can be implemented across disciplines. From music, visual arts, movement, and creative writing to invention, students will learn approaches to build divergent/metaphoric thinking. For Education majors only.

Introduces candidates to basic principles of curriculum planning and a variety of instructional models. Current literacy theory and practice primarily for grades 5-12 classrooms are explored. Candidates acquire various methods for integrating literacy into content-area planning and instruction in ethnically and linguistically diverse classrooms. Field experience required. For Education majors and minors only.

Candidates learn content-specific instructional and assessment methods to plan, teach, and assess lessons that facilitate learning of important language arts related knowledge, skills, and dispositions. Coursework will primarily address grades 5-12. For Education majors and minors only.

Candidates learn content-specific instructional and assessment methods to plan, teach, and assess lessons that facilitate learning of important math related knowledge, skills, and dispositions. Coursework will primarily address grades 5-12. For Education majors only. 

Candidates learn content-specific instructional and assessment methods to plan, teach, and assess lessons that facilitate learning of important world language knowledge, skills, and dispositions. Coursework will primarily address grades 5-12. For Education majors only. 

Candidates learn content-specific instructional and assessment methods to plan, teach, and assess lessons that facilitate learning of important social studies knowledge, skills, and dispositions. Coursework will primarily address grades 5-12. For Education majors only. 

Candidates learn content-specific instructional and assessment methods to plan, teach, and assess lessons that facilitate learning of important science knowledge, skills, and dispositions. Coursework will primarily address grades 5-12. For Education majors only. 

Practicum is a supervised field experience that provides opportunities for candidates to meet professional competencies as recommended by the state and national organizations. Prior approval by Reading Faculty Advisor. For Education majors only. Grade of IP is permitted.

Opportunity to blend study and practice in a specialized area such as a field placement. Regardless of setting, the practicum is under the direction of a university instructor. Candidate is expected to develop a proposal for study which must be approved by instructor, assistant dean, and the dean. May be repeated up to 9 hours. Grade of IP is permitted.

Practicum is a supervised field experience that provides opportunities for candidates to meet professional competencies as recommended by the state and national organizations. Grade of IP is permitted.

ED 469/569 Practicum is a supervised field experience that provides opportunities for candidates to meet professional competencies as recommended by the state and national organizations. For Education majors only. Grade of IP is permitted.

Provides student teachers opportunities to apply professional and pedagogical principles in a classroom and school community. Student teachers assume major responsibilities on a part-time basis of the wide range of teaching duties under the direction of qualified personnel and will produce a Unit Plan portfolio demonstrating acquired professional knowledge, skills, and dispositions. Grade of IP is permitted.

Provides student teachers opportunities to apply professional and pedagogical principles in a classroom and school community. Student teachers assume major responsibilities of the wide range of teaching duties under the direction of qualified personnel and produce a Unit Plan portfolio demonstrating acquired professional knowledge, skills, and dispositions. Education majors only. Grade of IP is permitted.

Provides student teachers opportunities to apply professional and pedagogical principles in a classroom and school community. Student teachers assume major responsibilities on a full-time basis of the wide range of teaching duties under the direction of qualified personnel and will produce an edTPA portfolio demonstrating acquired professional knowledge, skills, and dispositions. Grade of IP is permitted. 

Provides student teachers opportunities to apply professional and pedagogical principles in a classroom and school community. Student teachers assume major responsibilities on a full time basis of the wide range of teaching duties under the direction of qualified personnel and will produce an edTPA portfolio demonstrating acquired professional knowledge, skills, and dispositions. For Education majors only. Grade of IP is permitted.

Student teachers continue to apply professional and pedagogical principles in a classroom and school community. Student teachers assume full-time teaching responsibilities for an extended period of time under the direction of qualified personnel. An edTPA portfolio is required. For Education majors only. Grade of IP is permitted.

Student teachers continue to apply professional and pedagogical principles in a classroom and school community. Student teachers assume full-time teaching responsibilities for an extended period of time under the direction of qualified personnel. An edTPA portfolio is required. Grade of IP is permitted.

Studies components of the reading process and the various operations performed while reading. Candidates develop empathy and respect for the learner of reading while exploring the stages of reading and the particular operations and strategies necessary in the ability to be a reader. Required for reading endorsement. For Education majors only.

Introduces candidates to the broad areas of language and culture relevant to P-12 classrooms. Introduces theories, materials, and methods for reading/language instruction for diverse classrooms. Candidates develop empathy and respect for students with language and cultural differences. Required for reading and ESOL endorsement. Field experience required. 

Reviews current theory, knowledge and practice of reading and written communication for students in grades 4-12. Integrates pedagogical knowledge of literacy development of theory into practice. Candidates learn methods for facilitating the use of reading and writing skills in the content area classroom. An emphasis is placed on teaching for diversity and developing empathy and respect for all learners.

Studies theories, strategies, assessment methods, case studies of assessment, diagnosis, and instruction for literacy achievement in P-12 classrooms. Focuses on appropriate literacy practices for growth in individual learners’ who excel in, and struggle with literacy. Required for reading endorsement. Field experience required. For Education majors only.

Provides understanding of reading program management as it applies to the development, implementation, and improvement cycle for increased student reading achievement. Students learn to integrate into practice theoretical content knowledge of reading, knowledge of and rights of diverse learners, and pedagogical knowledge of reading. This is the culminating course of the Reading Endorsement. 

Provides student teachers opportunities to examine accomplishments and share concerns regarding their teaching performance primarily in grades 5-12 classrooms. Student teachers will acquire information about transition to the profession, professional development plans, and information about initial and continuing licensure. For Education majors only.

Provides student teachers opportunities to examine accomplishments and share concerns regarding their teaching performance primarily in age 3 through grade 8 classrooms through participation in group discussion. Student teachers will acquire information about transition to the profession, professional development plans, and information about licensure. For Education majors only.

Credit arranged by student in cooperation with faculty. Grade of IP is permitted.

Students engage with faculty and peers in scholarly discussion, analysis, and research-based activities related to educational topics of interest.

Students engage with faculty and peers in scholarly discussion, analysis, and research-based activities related to educational topics of interest.

Credit arranged. Course is graded A-F.

Students work interactively and collaboratively with faculty and peers to deepen professional knowledge, skills, and dispositions related to educational topics of interest.

Students work interactively and collaboratively with faculty and peers to deepen professional knowledge, skills, and dispositions related to educational topics of interest.

Research, study, or original work under the direction of a faculty mentor, leading to a scholarly thesis document with a public presentation of results. Requires approval of thesis director, department chair, dean, and the director of the honors program, when appropriate. Grade of IP is permitted.