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Course Criteria
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1.00 - 6.00 Credits
Students may earn credits by tutoring Tutors are needed every semester in almost all academic areas Interested students should contact Student Support Services (Maximum eight credits may be applied to graduation)
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1.00 - 6.00 Credits
Independent Study: An individualized study not listed as a regular course in the University catalog Content, etc, to be determined by instructor and student Undergraduate Research: Research topic must be approved prior to registration by instructor Written analysis of research activities required at end of semester
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1.00 - 6.00 Credits
Credit may be granted for certain extra-curricular activities for which there is a direct connection and correlation between the activity and the academic objectives of a specifi c course in the University catalog The appropriateness of the activity and subsequently awarding of academic credit will be at the discretion of the appropriate department chair
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1.00 - 6.00 Credits
Provides students the opportunity to make an extensive trip to a location either inside or outside the United States, which will subsequently provide the student with life experiences that relate directly to a specifi c academic discipline Not available in all departments Available at departmental and discipline discretion only
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1.00 - 6.00 Credits
SPECIAL TOPICS: A uniquely-designed advanced topics course within a specifi c discipline Course content and other related academic requirements to be determined by the instructor Requires approval by department chair READINGS: Readings in educational and various specifi c professional publications and journals related to a specifi c academic discipline Requires approval by department chair
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3.00 Credits
The National Council for the Accreditation of Teacher Education (NCATE) defi nes diversity as, "Differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area" During this course students will explore diversity, investigate how diversity impacts students' ability to learn, and develop methods and strategies for teaching and assessing students of diversity Pre-requisite: Admission to Teacher Education Fall, Spring
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2.00 Credits
Students will explore the historical development of the middle school concept, its current practices, and future trends Taking into consideration the physical and emotional changes which occur with students at this age level, the students will compare the philosophy of middle schools with the more traditional junior high philosophy Students will explore the development of a curriculum for middle school based upon the middle school concepts learned in class Prerequisite: Admission to Teacher Education Spring, alternate years
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2.00 Credits
Students will learn how to design instruction which best complements the implications of the physical and emotional changes occurring within middle school students Emphasis will be placed on cooperative learning, small group learning, and individual learning (ie contract learning) The development of integrated thematic units will be a major thrust for this course The implementation of Teacher Expectations and Student Achievement (TESA) as a vehicle for classroom management will be an integral part of this course Pre-requisite: Admission to Teacher Education Spring, alternate years
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2.00 Credits
Development and practice of methods, materials, and strategies for comprehensive school health education Emphasis on lesson planning and delivery as they pertain to the content areas within Health Education Pre-requisite: HPER 217 - Personal and Community Health Spring
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3.00 Credits
A study of the applications of psychological theory, testing practices, and evaluation theory to K-12 educational settings The main goal of educational psychology and evaluation is to help pre-service teachers apply the psychological and educational knowledge base and evaluation procedures in the classroom setting Special emphasis will be placed on the application of learning theories, theories of development, and principles and procedures of educational testing and evaluation This course enhances the pre-service teacher's understanding of K-12 learners and the ability to put the theories of educational psychology and evaluation to appropriate use in the classroom Pre-requisites: PSYC 111 - Introduction to Psychology, PSYC 250 - Developmental Psychology (elementary education majors) or PSYC 353 - Adolescent Psychology (secondary education majors), and Admission to Teacher Education and senior status Fall, Spring
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