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Course Criteria
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3.00 Credits
This course emphasizes the essentials of Spanish grammar and develops reading, writing, and speaking skills in the language. Readings about Spanish cultures are included. (Formerly SPA 1010)
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3.00 Credits
This course continues to emphasize the essentials of Spanish grammar and further develops reading, writing, and speaking skills. Readings about Spanish and South American cultures are included; and the literature of important Spanish authors, such as Cervantes, Espronceda, and Gaballero, is introduced. Prerequisite: SPAN 1010. (Formerly SPA 1020)
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3.00 Credits
This course will cover vocabulary and structures that will allow you to talk about the pressures of modern life, modern technology, different forms of artistic expression, the environment, your relationships with others , and careers. Your instructor will help you with pronunciation if needed. You will be responsible for learning and using the grammar and vocabulary presented in each chapter, and for understanding the readings. Prerequisites and Corequisites: Beginning Spanish I and II. Student should be able to use a computer and be familiar with the Internet
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3.00 Credits
Spanish 2020 is the second course of the intermediate level of Spanish, which is designed to provide college students with a more advanced foundation in the following basic skills: speaking, listening, reading, writing and culture. This class will endeavour to use the basic skills you learned in Spanish 1010, 1020, and 2010 to a higher level of communicative competence. The grammar rules, which you learned in the elementary classes, will be highlighted again, together with additional rules. The grammar, with additional vocabulary, is essential for building the basic skills for communication. Also, Spanish 2020 will require more reading in dealing with Spanish and Latin American cultures. You will find that reading not only reinforces the other basic skills in learning the language, but also enhances knowledge of the many societies where Spanish is spoken.
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1.00 - 5.00 Credits
Selected topics in Spanish is a specially designed course for students interested in pursuing specific study projects under the supervision of a discipline instructor and approved by an advisor, the course instructor, and the Dean of Humanities and Social Science. No more than six semester hours in topics courses may be used in meeting minimum degree requirements.
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3.00 Credits
This course focuses on psychological theories related to adolescent cognitive, social and physical development. Adolescents are experiencing a myriad of changes. A better understanding of these changes will help educators plan and implement appropriate lessons, activities, lectures, assignments, and teaching strategies. Issues relevant to intellectual development, socialization, and educational evaluation are examined. Additionally, teacher variables and student variables in the instructional process are explored. Students should be able to apply their knowledge in a variety of settings with a multicultural perspective.
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3.00 Credits
The on-line course will contain twelve modules of instruction that will involve the student in electronic research, dialogue with teaching colleagues and administrators, and generation of products resulting from assigned activity. The twelve modules focus on eleven areas of teaching effectiveness stated as standards. Please see RODP website for more information.
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3.00 Credits
This class is designed for the beginning teacher to get started. It focuses on planning, organizing and interacting with your students. The student will complete a series of lessons, assignments, discussions, as well as quizzes and tests.
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3.00 Credits
This course will enable instructors to identify psychological, physical, educational, medical, behavioral and learning characteristics and needs of individuals with various disabilities, as well as working with students from diverse cultural, social, ethnic and racial backgrounds. It will also include information regarding the modification and adaptation of instruction as it relates to ADA in order to fit individual needs and learning styles. This course will also enable the instructor to develop individualized educational programs with the principles of normalization and the least restrictive environment.
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3.00 Credits
This course will address the "Tennessee Statement of Education Teacher Licensure Standards for Professional Education." This course, "Teaching and Technology," will assist instructors in examining various issues related to teaching with Internet technology and resources, as well as, learning to evaluate and integrate this technology into "teaching" and "learning" online and on-ground. In addition, this course will assist instructors in locating curriculum resources that will support and enhance instruction. In this course, "Teaching with Technology," the primary focus will address Standards # 4, 6, 11 of the Tennessee Teacher Licensure Standards for Teaching Strategies, Communication, and Technology. This course will also address as a secondary focus the other noted professional standards below: Standard # 1 Discipline Taught Candidates know, understand, and use the central concepts, tools of inquiry and structures of the discipline(s) they teach and can create learning experiences that develop student competence in the subject matter. Standard # 2 Student Learning and Development Candidates understand how students learn and develop and provide learning opportunities that support student intellectual, social and personal development. Standard # 3 Diverse Learners Candidates understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners. Standard # 5 Learning Environment Candidates use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self motivation. Standard # 7 Planning Candidates plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals. Standard # 8 Assessment and Evaluation Candidates know, understand and use formal and informal assessment strategies to evaluate and ensure the continuing intellectual, social and physical development of the learner. Standard # 9 Reflective Practitioner Candidates are reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents and other professionals in the learning community) and who actively seek out opportunities to grow professionally. Standard # 10 Colleagues, Parents, and Community Candidates foster relationships with school colleagues, parents and agencies in the larger community to support students¿ learning and well-being.
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