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Course Criteria
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3.00 Credits
Curriculum, Instruction and Technology in Education is one of the first in a series of courses designed to enable future teachers to develop skills of effective practice by engaging in and responding to authentic educational experiences. Students will observe authentic interactions among people in school environments. Students will develop learning objectives, and plan, deliver, and evaluate instruction in a simulated teaching/learning environment. The recording of simulated teaching and learning experiences is a primary component of the course. The recordings serve the dual purpose of allowing students to reflect and self-evaluate and providing the basis for peer-evaluation and instructor-student conferences. The development of several teaching skills, self-evaluation and reflection will create the opportunity for a lifetime of professional growth.
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3.00 Credits
The focus of this course is on English skills needed for instructional purposes. The course offers students opportunities to develop communicative skills necessary for successful teaching and information about teaching in U.S. institutions of higher education (e.g., syllabi, instructional formats, and legal issues, such as sexual harassment and plagiarism). Note: This course is for ITA students.
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2.00 Credits
The purpose of this course is to improve graduate students’ academic English and intercultural competence, necessary for successful participation in an academic environment. Students will work on developing their academic English skills through individual presentations and group discussions. Note: This course serves as the graduate school requirement for new international graduate students.
Prerequisite:
Graduate students whose TOEFL score is under 600 on PBT or 250 on CBT
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3.00 Credits
The primary intent of the course is to provide prospective teachers with an opportunity to study teaching practice in an urban public school context by working directly with experienced teachers. The course is organized as a series of seminars and in-school experiences in which students, through inquiry and critical reflection, construct their own understanding of teaching. Specific experiences enable students to develop personal perspectives about how teaching professionals think in action and use professional knowledge in situations of practice. Note: A field-based course generally taken in the senior year.
Prerequisite:
EDUC 2287 (0210)
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2.00 - 3.00 Credits
A course that helps students investigate what it means to be a community member and a teacher in a diverse, democratic society. The course combines reading, discussion, action in the community, and reflection in the context of addressing real community needs. In addition, students will begin to develop skills needed as a teacher to use service learning with his or her own students. In this course you will engage in literacy and numeracy activities with very young children in local head-start programs, while learning about the communities in which these program exist. Note: Students will work in community organizations or after school programs. Students should not register for a class immediately following EDUC 2224 (0224). Students should not sign up for EDUC 2289 (0225) at the same time as EDUC 2224 (0224).
Prerequisite:
Special permission required
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3.00 Credits
This course focuses on using technology to develop
N-12 classroom applications to ensure effective teaching. Students are expected to begin to integrate technology into their teaching strategies. Students will develop technology competencies using modern technology to achieve this goal. Additional technology tools and software will be examined and reviewed for possible use in the N-12 classroom. Extensive internet work will be required.
Prerequisite:
The prerequisite knowledge is basic knowledge of Microsoft Word, Excel, PowerPoint, and the Internet
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3.00 Credits
An in-depth exploration of most effective research-based diagnosis and instrumental practices for the contemporary middle level classrooms. Emphasis is upon a curriculum which recognizes the unique qualities of middle level learners.
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3.00 Credits
A first hand opportunity to explore teaching as a profession. Organized visits to elementary, middle, and high schools are combined with assigned readings and seminars. Critical inquiry and reflection will allow for one’s essential personal commitment for success in teaching.
Prerequisite:
Admission to the five-year program
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3.00 Credits
Education 2289 introduces students to best practices in managing instruction and behavior in contemporary classrooms and to the principles that underlie those practices. Overall, the goal of the course is to ensure that students can identify and articulate the rationale for classroom routines and practices upon which effective instruction depends. This course requires students to spend two hours each week observing classes in an area school. Note: Students who are seeking certification in Special Education should enroll in EDUC 2489 (0226).
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3.00 Credits
Students will learn how to develop and use a variety of evaluation methods to monitor student academic achievement and teaching effectiveness. Special emphasis will be placed on relating evaluations to curriculum and instruction. Students will learn about standardized tests and other diagnostic tools frequently encountered and/or used by classroom teachers. Particular attention will be given to adapting assessments to meet the needs of all students. Students will plan, construct, administer, and analyze data for a diagnostic evaluation of achievement for a content unit. Contemporary issues related to testing, grading, evaluation, and accountability will be addressed.
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