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Course Criteria
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3.00 Credits
Prerequisite: EDU 200, 202, 308, 310, and junior standingFulfills a requirement in the Elementary Education major.The purpose of this required 50-hour applied internship coursefor the Educational Studies majors is two-fold: (1) for students toexplore and work within an educational site congruent with theirdesired professional goals; and, (2) for students to attend a weeklyclassroom seminar designed to provide deep understanding of workplaceliteracy and professionalism. This internship experience andcompanion seminar is intended to be exploratory in nature, allowingstudents to determine if they wish to pursue a career in this area.
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3.00 Credits
Prerequisite: EDU 200 and EDU 202Fulfills a requirement in the Elementary Education majorThe primary purpose of this course is to introduce students to theways in which collaborative models and strategies can be used tohelp teachers to build and maintain a strong sense of community(both within and outside of their classrooms). Course topics alsoinclude an examination of the role of culture, family structure, andsocioeconomic status on children's success as well as an assessmentof current theories of social-emotional development and behavioralself-regulation.
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3.00 Credits
Prerequisite: EDU 200 and EDU 202Fulfills a requirement in the Elementary Education majorThis course examines how U. S. education policy has evolved andis currently designed and implemented. Students will develop anunderstanding of policymaking frameworks, which draw substantiallyfrom public and private sector interests. The course emphasizesthe interplay between institutions, political leaders, special interestgroups, public agencies, and the cultural ideals and assumptionsthat give shape to public policy and action. The course will provideopportunities for in-depth examination of current educational andsocial policy. Students will be expected to consider and debatedivergent stances on key educational issues and will be challenged tothink carefully about the underlying theory and empirical evidencethat supports, or contests, various reforms. Educational Reformand Policy explores fundamental constructs relevant to the role ofeducation in society both inside and out of K-12 schooling.
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3.00 Credits
Prerequisites: EDU 200 and EDU 202This course introduces students to multicultural educational theoryand practice in the United States. Topics include racial and ethnicdiversity, linguistic and cultural diversity, religious diversity, socialclass diversity, and exceptionalities, as well as discussion of suchissues as racism, sexism, ageism, ableism, and other expressions ofbias.
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3.00 Credits
Prerequisite: EDU 200 and EU 202 and EDU 330Fulfills a requirement in the Elementary Education majorBuilding on student learning in EDU 330, EDU 332 brings diversityto the classroom by investigating strategies and techniques to besteducate all learners. In this course, students will learn how to bestsupport students of color, children in poverty and English languagelearners. Particular attention will be paid to culturally relevantpedagogies, building on student assets, the basics of languageacquisition and the creation of culturally appropriate materials andcurricula.
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3.00 Credits
Prerequisites: EDU 200 and EDU 202Must be taken concurrently with or after EDU 302Prospective teachers explore ideas and approaches to teaching scienceand assessing student learning which are based on the national sciencestandards. Applications of inquiry are introduced as the centralclassroom experience for helping students learn about key scienceconcepts. Selected topics lend themselves to an interdisciplinaryapproach to teaching and learning.
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3.00 Credits
Prerequisites: EDU 341This course prepares students to teach inquiry-based science inelementary classrooms. Students will apply their knowledge of sciencecontent and inquiry as a pedagogical practice to evaluate elementaryscience curricula, to plan and deliver in an inquiry science unit, and toassess children's learning in various guided field experiences. Studentswill work closely with their internship teachers and reflect on and gainpowerful insights into inquiry-based science teaching and learning inthe elementary school.
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3.00 Credits
Prerequisites: EDU 200 and EDU 202This course is the first of a two-courses sequence that emphasizesinstructional methodologies, strategies, activities, assessment, andmaterials for teaching mathematical concepts and skills in grades K-6.Participants explore key mathematical topics in the areas of problem solving, whole numbers operations, number theory, and rationalnumbers. Field experiences include observing students in schoolsetting during math instruction and conducting clinical interviewswith children. Prospective elementary teachers examine currentresearch, national and state standards, curriculum materials, and theuse of math manipulatives in instruction.
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3.00 Credits
Prerequisites: EDU 200, EDU 202 and EDU 349This course builds upon EDU 349 and emphasizes instructionalmethodologies, strategies, activities, assessment, and materials forteaching mathematical concepts and skills in grades K-6. Participantsexplore key mathematical topics in the areas of patterns, relationsand functions, geometry, measurement, data and probability. Fieldexperiences include attending a local math education conferenceand teaching a math lesson in an elementary school. Prospectiveelementary teachers continue to examine current research, nationaland state standards, curriculum materials and the use of mathmanipulatives in instruction.
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3.00 Credits
Prerequisites: EDU 200 and EDU 202In this course, prospective teachers examine the characteristics ofelementary and middle school students with the most prevalentdisabilities (e.g., learning disabilities, communication disorders) andlearn about differentiating instruction in mixed ability classrooms.Considerable time is spent reading about, and discussing theeducational rights of children and young adolescents with disabilities,and the legal obligations of their schools and teachers. The primaryemphasis in EDU 355, however, is on what research indicates abouthow best to plan, manage, and evaluate learning effectively in diverseclassroom settings, as this is what good teachers must do regardless oftheir politics about mainstreaming and inclusion.
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