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Course Criteria
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1.00 - 2.00 Credits
Prerequisites: Determined by instructor Offered: Typically as student interest and faculty availability allow A course designed to meet the particular interests of student and faculty. Topics vary from year to year. See course description in the "Schedule of Classes." 1/2 to 1 Course Credit
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1.00 Credits
Prerequisites: CFS 130 or permission of instructor Offered: Typically alternate Spring Terms (next offered Spring 2010) This course is designed to help students develop a philosophy of teaching and learning for children birth through kindergarten. Current thought and practice will be examined in light of the early childhood profession and its historical, philosophical, and social foundations. Public policy, legal implications, and a code of ethics will be studied. Theoretical perspectives including psychoanalytic theories, social-learning theories, behaviorism, cognitive and developmental theories, the humanistic models, and the normative-descriptive systems will be used to establish a framework for analysis and assessment. Historical and contemporary models of early-childhood education, such as Head Start, High Scope, Montessori, British Infant Schools, Reggio Emilia, enrichment programs, and comprehensive, compensatory, and intervention models will be examined in view of their effects on children, families, and communities. 10 field hours. 1 Course Credit
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1.00 Credits
Prerequisite: EDS 150 (formerly 250); Education Studies P-5 major or permission of instructor Offered: Typically Fall and Spring terms This course focuses on human-development and learning theories from infancy through adolescence, with emphasis on the pre-kindergarten through intermediate years. Through reading, discus?sion, and related experiences, students will have the opportunity to develop understanding of significant research describing children's actions, emotions, needs, and learning; the influence of this research on classroom organization, curriculum construction, and lesson planning; and the necessity for drawing on this research in their own lifelong development as teachers. Course activities in?clude individual and group research using both formal and informal methodologies; oral presentations and microteaching; and observing and working with children in and outside public schools. 1 Course Credit
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1.00 Credits
Prerequisite: EDS 150 (formerly 250) or permission of instructor Offered: Typically Fall and Spring terms This course focuses on human-development and learning theories from infancy through adolescence, with emphasis on the middle- and high-school aged child. Through reading, discussion, and related experiences, students will have the opportunity to develop understanding of significant research describing children's and adolescents' actions, emotions, needs, and learning; the influence of this research on classroom organization, curriculum construction, and lesson planning; and the necessity for drawing on this research in their own lifelong development as teachers. Course activities include individual and group research using both formal and informal methodologies; oral presentations and microteaching; and observing and working with children and adolescents in and outside of public schools. 1 Course Credit
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1.00 Credits
Prerequisite: Sophomore standing or above; open to CFS Education Studies majors or permission of instructor Offered: Typically alternate Fall Terms (next offered Fall 2009) Methods specific to teaching Family and Consumer Sciences in middle and high schools and in adult education, including Special Topics such as developmentally-appropriate instruction, curriculum development, student organizations, and teaching reading in the content area. Assessment of the relationship between teaching methods and cognitive science. Course Fee: $10. 1 Course Credit
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1.00 - 2.00 Credits
Prerequisites: Determined by instructor Offered: Typically as student interest and faculty availability allow A course designed to meet the particular interests of student and faculty. Topics vary from year to year. See course description in the "Schedule of Classes." 1/2 to 1 Course Credit
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1.00 Credits
Prerequisite: Admission to the Teacher Education Program, or permission of instructor Offered: Typically as student interest and faculty availability allow This course introduces students to the structure of the social studies as a secondary school teaching field; provides an opportunity for students to explore various instructional approaches in the field; and enables students to examine the theoretical underpinnings of teaching practice in social-studies education. In cooperation with a local social-studies teacher, students develop and teach a social-studies unit. Additional focus extends to evaluation techniques in social studies, planning for instruction over longer periods of time (term and course-long planning), the role of multicultural education, and appropriate technology for use in the social-studies classroom. 1 Course Credit
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1.00 Credits
Prerequisites: EDS 227 (formerly 327) and Admission to Major; OR permission of instructor Offered: Typically every Spring Term This course is designed to engage students in integrating the arts, the humanities, and the natural sciences, and to initiate aspiring teachers into the construction of integrated teaching materials and design of appropriate assessment and teaching strategies. Students will have opportunities to become familiar with different aspects of natural science; i.e., science as a process, science as a body of knowledge, science as a set of values, science as a social phenomenon. They will explore themselves as scientific thinkers as they learn science. Similarly, this course will provide students with opportunities to become familiar with processes and ideas relevant to the arts and humanities. Through construction and reflection, they will find the wellsprings of their own art and stories. Students will practice thinking in community as they investigate questions that drive individual inquiry in the sciences, arts, and humanities. Students will use the understandings they gain through these experiences to articulate some important relationships among the arts, the humanities, and the natural sciences; to explore and construct some integrated teaching materials; and to reflect on teaching practices that best facilitate integrated thinking and learning. Each student will propose and carry out an integrated project with children for a minimum of five hours of experience. Course Fee: $25. 1 Course Credit
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1.00 Credits
Prerequisites: EDS 227 or 228 (formerly 327 or 328) AND Admission to Major Offered: Typically every Spring Term This course prepares students to make the instructional and organizational modifications necessary so that children with very different academic, physical, emotional, and social needs can learn in the regular classroom. The focus is on children with a variety of special needs, such as physical and learning exceptionalities (including the gifted); bilingualism; lack of readiness for learning; and violent behaviors. Students also will explore related issues, including the need to develop understanding and skills in counseling and conflict resolution, the nature of family involvement, and school policies and procedures. Field experiences in local schools and other community agencies are an integral part of the course. 1 Course Credit
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1.00 Credits
Prerequisite: EDS 227 or 228 (formerly 327 or 328) AND Admission to Major; or permission of instructor Offered: Typically every Fall Term Students will examine the intermediate and middle-grades reading/language arts curricula focusing on reading, writing, and content-area literacy. Students will extend their knowledge and appreciation of children's literature in varied genres and learn to integrate literature in inquiry-based, interdisciplinary units of study. Students will deepen their understanding of English spelling, phonics, grammar, vocabulary, and the reading and writing processes, and learn ways to help children acquire understandings and skills in these areas in meaningful contexts. Students will integrate these understandings with their own vision for the children they teach and with constructivist principles of human development to design rich language experiences for all children. In a weekly field experience, students will design and apply developmentally appropriate literacy experiences for individuals and small groups, taking cues from the children and building on their interests and experiences; creating assessments; and using the findings to plan subsequent learning experiences. The course includes a two-hour weekly field experience. NOTE: Noncredit for students who completed EDS 344. 1 Course Credit
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