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Course Criteria
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3.00 Credits
A A foundational course designed to develop competencies in teaching literacy skills. The content of this course examines the theoretical research and historical perspectives as related to reading education. Five components of a balanced literacy program are examined and these components are based on research of the National Reading Panel. Approaches to reading are examined as phonics; sight; linguistic; language experience approach; and the VAKT. Literacy educators and pioneers in reading education as Chall, Flesch, Fries, Allen, and Fernald are discussed to provide background information from a historical prospective to assure that students will have a knowledge of foundations. A field experience component of ten hours is required.
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3.00 Credits
Designed to acquaint prospective middle school and high school teachers with reading practices geared to their students. The course will include a broad survey of the field of reading with attention given to some diagnostic procedures and the development of Reading Across the Curriculum programs for the middle school and high school levels. Different subject areas will be considered. Ten hours of field experiences in a public school are required.
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3.00 Credits
Acquisition of understanding and appreciation of the mental, physical, social, and emotional aspects of development in childhood. Emphasis on techniques of motivation, principles of learning, learning styles, individual differences, and developmental problems. A field experience component of ten hours is required.
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3.00 Credits
This course is designed to prepare prospective teachers to define and identify characteristics of students with disabilities and students at risk for school failure. Students will learn how to modify teaching methods and classroom management strategies to address the academic, social and emotional, and cognitive differences of students with special needs. Learners with Exceptionalities is based on the premise that it is the teacher's responsibility to meet the needs of every learner, typical or atypical. A field experience component of ten hours is required.
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3.00 Credits
This course investigates the role, responsibilities, and personal commitments of Peer Counselors (PC) within the Corps of Cadets, the Active Duty and Veteran undergraduate student body at The Citadel. The course is designed for undergraduate students earning a Minor in Leadership Studies, and provides training and experiential activities to develop and reinforce the skills necessary to provide supportive services to fellow students through a peer counseling process.
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3.00 Credits
Study of the aims, methods, and materials employed in middle and high school teaching; organization of subject matter; motivation and direction of learning; development of attitudes, appreciations, and ideals; classroom presentation of formal materials. The utilization of technology and the development and use of evaluative instruments in the total teaching-learning process will be emphasized. A field experience component of 20 hours is required. Upon completion of this course, students should take the Praxis II content area test.
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3.00 Credits
Special techniques, theories, and materials in teaching in the content area of specialization in middle school (grades 5-8) and high school (grades 9-12). A field experience component of 20 hours is required.
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3.00 Credits
A course designed for the intensive study of a current problem in the field of education at the undergraduate level.
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12.00 Credits
A requirement for certification, observation and teaching in approved schools under approved supervising teachers, supervision by college instructor. Assignment only in major teaching field. This internship is a minimum of twelve weeks and contains a weekly seminar. All students provide their own transportation. Formal application for admission to the Spring internship in teaching must be made no later than the beginning of the fall semester of the junior year.
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3.00 Credits
This course provides an introduction to the historical, political, sociological, and philosophical foundations of education. Emphasis is on the complex relationship between society and school. Issues regarding race,class, gender, and culture within the educational system are addressed in the context of fostering educational opportunity and ameliorating inequalities. A historical context also is established which allows for critical examination of events, individuals, and ideas that have influenced the development of education in the United States. Through an integration of knowledge in the foundations of education, the course prepares reflective decision-makers who can critically examine various schools of philosophical thought and political issues related to education.
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