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Course Criteria
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1.00 - 3.00 Credits
Course work arranged for Religious Studies majors seeking to pursue avenues of learning outside of the existing offerings of the department. 1-3 credits.
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3.00 Credits
This workshop will help students prepare the portfolio necessary for acceptance into the Secondary Education Program. Prerequisite: Sophomore standing. 1 credit.
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3.00 Credits
This course provides a broad and comprehensive overview of the philosophical, historical, political, economic, legal, and social foundations of education in the United States. It also addresses teaching as a profession, the role of the school in a changing society, and effective teaching practices. Service learning is a required component of this course. Prerequisite: Sophomore or higher standing and concurrent enrollment in EDC298. 3 credits.
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3.00 Credits
This course provides an interdisciplinary approach to the process of human growth; exploring physiological, emotional, cognitive, affective, social, and moral growth. The developmental tasks of each stage relative to adolescent development are examined. The roles of self-concept, self-esteem, and interpersonal relationships within the family, school and community are explored. Classroom observation is required. Prerequisite: Sophomore or higher standing and concurrent enrollment in EDC299. 3 credits.
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3.00 Credits
This workshop will help students prepare the portfolio necessary for acceptance into Student Teaching. Prerequisite: Junior standing in Secondary Education Program. 1 credit.
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3.00 Credits
This course is designed to instruct future teachers in the use of methods and materials in teaching students to strengthen their reading skills within the various content areas of the middle and secondary school curriculum. Attention to the needs of multicultural students will be part of this course. Technological materials will be included as they relate to reading skills. Classroom field experience is required. 3 credits.
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3.00 Credits
Major teaching/learning theories and principles will be examined in light of the middle and secondary school classroom teaching experience. The educational implications and applications of current research on child and adolescent development, cognition, motivation, affect and diversity will be explored. Theory and practice are not considered separately but integrated and applied to solve the problems and address the challenges of teaching in today's classroom. Exploring the connections between knowledge and practice is emphasized both in class and the required field experience. Classroom field experience is required. Prerequisites: Junior standing and acceptance into the Secondary Education Program. 3 credits.
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3.00 Credits
Knowing what to teach, how to teach it, and how to assess the learning involved are important skills. In light of the national and state standards for academic content areas, the students in this course will study curriculum theory, curriculum planning, instructional methodology, and the assessment. Teacher candidates will learn how to develop clear expectations for students, help students reach those expectations using a variety of methodologies, and assess student learning throughout the instructional process using a variety of assessment measures and providing continuous feedback. Teacher candidates will understand that all students can learn at significantly higher levels if teacher instructional practices accommodate the diverse learning styles of students. Students need to be more active participants in their learning since society involves an active engagement with ideas or people. Different instructional models draw upon the learning dispositions of diverse students and utilize the natural power and skills that such students possess. This helps motivate students to learn and makes the process more enjoyable. Teachers who utilize a variety of instructional models will be successful in maximizing the achievements of all students. Teacher candidates will develop skills in the use of a wide array of teaching models that encourage active student participation, enhance student self-worth, and energize student excitement in learning. Prerequisite: Acceptance into the Secondary Education Program or written approval of the department Chair. 3 credits.
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60.00 Credits
This course provides a 60-hour practicum experience following the completion of all Secondary Education program requirements. Experience in the classroom is critical to the professional development of teachers. The overall goal of this course is to help the student integrate formal course work, educational theory, and the Beginning Teacher Standards with real teaching experiences in his or her discipline. The practicum provides an opportunity for the teacher candidate to become familiar with his or her cooperating teacher, the students, the classroom environment, and school policies prior to the student teaching experience. The seminar sessions will address school policies and procedures; support the teacher candidates' issues and concerns; and provide additional skill work in lesson planning, teaching, and classroom management. Prerequisite: Acceptance into the Secondary Education Program. 3 credits.
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3.00 Credits
This course emphasizes that the teaching/learning process is based upon democratic values and promotes cultural pluralism within a culturally diverse society. Shared problems of prejudice, stereotyping, bias and discrimination are discussed in light of issues of importance to racial and ethnic minorities, gender and sexual orientation, exceptionalities, religion, language and aging. The specific challenges and opportunities presented by cultural pluralism for a teacher are examined. Field experience required. Prerequisite: Sophomore or higher standing. 3 credits.
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