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Course Criteria
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3.00 Credits
Goal To provide a forum for economics majors in which students discuss analyze, critique and prepare a senior portfolio documenting their integrative experience. Content Students will reflect upon the interdisciplinary nature of their courses of study including the general education experiences and their relationship to their major. This course includes the formal presentation of a portfolio documenting these experiences. Taught Fall. Prerequisite Junior or senior standing. Credit 1 hour; cross-listed at BUS 475.
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3.00 Credits
Goal To encourage senior Economics majors to apply their accumulated knowledge to critical analysis of selected issues and problems in economics. Content Topics vary depending on interests of the students comprising the course each year. Taught Spring. Prerequisite Senior standing. Credit 3 hours; S-course.
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3.00 Credits
Honors Thesis
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20.00 Credits
Goal To understand and reflect on the process of teaching reading and writing. Content This course is the first reading course in a three-course sequence. The course will help the candidates investigate various research-based approaches, techniques, and strategies for teaching students the five components of reading instruction Phonemic Awareness, Phonics, Fluency, Vocabulary Development, and Comprehension. EDR 300 will address the foundational elements and theoretical bases of reading and writing instruction. In addition, the candidates will be introduced to reading and writing assessment techniques. 20-hours of field experiences are required. Taught Fall Prerequisites EDU 201; EDU 209
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10.00 Credits
Goal To learn, interpret, and apply reading and writing assessment techniques. Content This course is designed to give the early childhood candidate the necessary tools for administering, scoring, and interpreting informal and formal reading assessments. In addition, this course will help the candidate learn to use the assessment results to make informed decisions about instructional strategies. 10 hours of field experiences are required. Prerequisite EDR 300 Credit 3 hours
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15.00 Credits
Goal To understand and learn ways to integrate language arts with content (science, social studies, and math) in the context of reader's and writer's workshops. The candidate will implement meaningful integrative experiences and curricula in language arts,science, mathematics, and social studies that are appropriate for the early childhood and middle grades learner. Content This course explores the integration of the language arts (listening, speaking, writing, reading, and viewing) and content (mathematics, science, social studies) in the P-8 classrooms in the reader's and writer's workshops. The course will focus on essentialliteracy competencies identified by the National Reading Panel Fluency, Word Identification, Vocabulary, and Writing. Required for ECE majors and the language arts concentration for the middle grades majors. 15 hours of field experience are required. Prerequisites Admission to the Teacher Education Program.; EDR 300; EDR 340 (ECE majors) Credit 3 hours; integrative experience.
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3.00 Credits
Goal To begin a continuing investigation of the nature of education. Content Philosophical, historical, political and social issues including multicultural aspects, women and education, special needs of children, and future technological advances in education. 20 hours of field experiences are required. Taught Fall, Spring. Credit 3 hours.
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3.00 Credits
Goal To recognize factors which affect physical, psychomotor, psychosocial, cognitive, and moral development and formulate practical application based on these factors. Content Concepts and principles of human development and behavior that lead to the basic understanding of children and youth from conception through adolescence. 20 hours of field experiences are required. Taught Fall. Credit 3 hours.
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3.00 Credits
Goal To understand exceptionalities (including gifted) and mainstreaming exceptional children into the regular classroom. Content An examination of the problems of children with evidence of mental, physical, emotional, and educational difficulties in the classroom. An examination of the needs of gifted students. An exploration of differentiation as it relates to all exceptional children. Emphasis is given to finding and implementing specific adaptive teaching techniques in the regular K-12 classroom. Legal aspects related to P.L. 94-142, teacher and parent participation, assessment, placement and facilities. 15 hours of field experiences are required. Taught Fall. Credit 3 hours.
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30.00 Credits
Goal To gain knowledge and skills necessary to foster the development of mathematical content and processes, and positive attitudes in early childhood and middle grades students. Content The content, concepts, and skills of the early and middle grades mathematics curriculum and the special methods of teaching the material. Materials appropriate to teaching mathematics are explored including manipulatives, computer materials, textbooks, and teacher-made materials. Students become familiar with National Council of Teachers of Mathematics (NCTM) Standards. 30 hours of field experiences are required. The candidate will implement meaningful integrative experiences and curricula in mathematics, science, social studies, and language arts that are appropriate for the early childhood and middle grades learner. Prerequisites EDU 201 and admission to Teacher Education. Taught Spring. Credit 3 hours; integrative experience.
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