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Course Criteria
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3.00 Credits
College: College of Education-Human Ser Department: School of Education Dept Credit Hours: 3 This course has a lecture with 3 hours. A required introductory course in educational research and evaluation methodology that considers the various methods of quantitative and qualitative research, collection tools and instruments, reliability and validity, the formulation of research hypotheses and questions, the human research committee requirements, and the preparation of research reports. The outcome project will be a plan for completing their graduate research requirement. Requires: Graduate Status Typically Offered Fall, Spring, Summer
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4.00 Credits
College: College of Education-Human Ser Department: School of Education Dept Credit Hours: 4 This course has a lecture with 3 hours. This course has a lab with 2 hours. Theory with applied practice in planning instruction, classroom delivery techniques, and evaluating student performance. A clinical lab includes a 30-hour field experience in an educational environment as a non-teaching assistant. Simulated classroom activities will involve students in their first microteaching experience. Requires: EDUC 501 and EDUC 503 Typically Offered Fall, Spring
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2.00 Credits
College: College of Education-Human Ser Department: School of Education Dept Credit Hours: 2 This course has a lecture with 2 hours. State and federal laws, rules, and regulations pertaining to cooperative education; cooperative role and responsibilities; agreements between schools and employers; the promotion of cooperative education programs; and the employment of students. Student/employer education plans are designed and developed. Requires: Graduate Status Typically Offered Spring, Summer
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3.00 Credits
College: College of Education-Human Ser Department: School of Education Dept Credit Hours: 3 This course has a lecture with 3 hours. Provides students with a framework for analyzing educational policies and practices in school and nonschool settings. The framework is rooted to a broad foundational perspective designed to assist students in understanding selected issues in education by exploring historical antecedents, philosophical and theoretical assumptions, and social and ideological factors that influence current educational policies and practices. The aim is to analyze the character of assumptions and the nature of implications inherent in educational proposals, policies & activities. Requires: Graduate Status Typically Offered Fall, Spring
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3.00 Credits
College: College of Education-Human Ser Department: School of Education Dept Credit Hours: 3 This course has a lecture with 3 hours. Students will explore individual and group differences in the context of various education and human service settings. The course focuses on sources of biological, psychological, and sociocultural differences, the development of an individual's cultural identity, and the nature of crosscultural interactions. Students will connect issues of diversity to the culture of various education and human service settings, explore contextual factors related to professional practice, & develop strategies for teaching in diverse educational settings. Requires: Graduate Status Typically Offered Fall, Spring, Summer
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1.00 Credits
College: College of Education-Human Ser Department: School of Education Dept Credit Hours: 3 This course has a lecture with 3 hours. Examines theories and research-based principles of reading instruction from emergent literacy to literacy acquisition within the framework of English Language Arts standards for Grades K-4. Includes investigations of family and socio-cultural influences on literacy acquisition, cognitive, child and language development, balanced literacy, assessment/evaluation, and strategies for preventing reading failure. Develops strategies for organizing instruction within a literate/print-rich, literaturebased environment, promoting basic conventions/rules for successful literacy acquisition, and designing instruction to meet the needs of all students. Requires: Graduate Status; Corequisite: EDUC 504 Typically Offered Fall, Spring, Summer
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2.00 Credits
College: College of Education-Human Ser Department: School of Education Dept Credit Hours: 3 This course has a lecture with 3 hours. Moves from emergent literacy to mature reading by examining research-based principles and methodologies for engaging students in meaningful reading/literacy instruction within the framework of English Language Arts standards (Grades 3-8). Explores concepts that enhance literacy independence and provides investigations of variables that influence reading success, strategic teaching and reading practices, materials, programs, and interventions. Examines links to the writing process and other content areas through the integration of English Language Arts into the other content areas through thematic units. Requires: Graduate Status; EDUC 520; Co-requisites: EDUC 531, EDUC 532 and EDUC 533 Typically Offered Fall, Spring, Summer
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3.00 Credits
College: College of Education-Human Ser Department: School of Education Dept Credit Hours: 3 This course has a lecture with 2 hours. This course has a lab with 3 hours. Examines current social studies content and instructional methodology that children engages in reading, writing, and inquiry as they study the six basic social studies themes consistent with state and national standards: history, geography, economics, civics, public discourse/decision making, and citizen involvement. Investigates those themes within an interdisciplinary context that promotes reading and writing. Includes organizing for instruction, unit development, standardsbased, classroom assessment models and integrating language arts into social studies. Requires: Graduate Status; Corequisites: EDUC 521, EDUC 532 and EDUC 533 Typically Offered Fall, Spring, Summer
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3.00 Credits
College: College of Education-Human Ser Department: School of Education Dept Credit Hours: 3 This course has a lecture with 2 hours. This course has a lab with 3 hours. Provides the prospective teacher with a vision and understanding of elementary mathematics and science curricula which reflect state and national content standards. Emphasis will be placed upon the Assessment- Instruction-Evaluation- Intervention Teaching Model, appropriate use of concrete models and appropriate manipulatives and applications of technology. Investigation of current best practices of instruction and effective assessment strategies will be emphasized. Students will explore the mathematics strands as they integrate into the science topics of constructing, reflecting and using scientific knowledge. Requires: Graduate status; Co-requisites: EDUC 521, EDUC 531, and EDUC 533 Typically Offered Fall, Spring, Summer
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1.00 Credits
College: College of Education-Human Ser Department: School of Education Dept Credit Hours: 1 This course has a lecture with 1 hours. The purpose of this course is to integrate physical education/health components into regular classroom settings. Physical education/health teaching methods and strategies will be included with specific emphasis on designing, delivery of learning experiences and tasks, providing an appropriate learning environment and assessment Emphasis placed on the instructional content development, student motivation, and inclusion techniques, along with observation tools. Pre- Requisites: EDUC 513 and EDUC 520. Co-Requisites: EDUC 521, 531 and 532. Typically Offered Fall, Spring, Summer
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