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Course Criteria
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1.00 - 3.00 Credits
(Fall and Spring, Course Offered Every Year) Joint participation by students and faculty in the discovery, examination and analysis of knowledge in economics. Open to juniors and seniors with a declared major, minor, or concentration in economics. May be repeated for credit for a maximum of six credit hours.
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3.00 Credits
(Fall, Spring, and Summer, Course Offered Every Year) A study of public education from a cultural/historical foundations approach including an understanding of American educational goals. Focus is on current issues in education from multiple perspectives. A small group, semester-long project that involves the development of a plan to improve a public school system is a major focus for this course. In addition, there are other specific observations and group assignments that require a considerable time commitment outside of class. Many of these observations, such as attendance at a local board of education meeting, occur in the evening. Prerequisite: Sophomore standing.
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3.00 Credits
(Fall, Spring, and Summer, Course Offered Every Year) Psychological principles that serve as the basis of effective educational practices are examined. Topics related to human development, individual differences, motivation, and learning theory are researched and applied to elementary, middle, and secondary classroom settings. Weekly observations in local public schools are required outside of regularly scheduled class time. Prerequisite: Sophomore standing.
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1.00 Credits
(Fall and Spring, Course Offered Every Year) Successful teachers are informed and knowledgeable about the use of instructional media in their classroom. This course will introduce students to the challenges of classroom teacher as they determine where and how technology fits into the classroom. Students will learn about a wide variety of media materials. NETS-T and NCDPI standards will be introduced.
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2.00 Credits
(Fall and Spring, Course Offered Every Year) A study of literature designed for children and early adolescents. Consideration is given to the selection and evaluation of literature for children and the early adolescent. The particular needs of the early childhood, the intermediate teacher, and the middle school teacher will be considered. Field experience in the public schools required.
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2.00 - 3.00 Credits
(Fall and Spring, Course Offered Every Year) This course will provide opportunities for freshmen and sophomores to participate in original research in education. Students will be expected to work approximately three hours per week on the research project for each semester hour of credit. Their work will culminate in a formal written report and/or an oral presentation. A "Research Course Information Form" completed by the student and the faculty mentor is required for registration. Research.
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2.00 Credits
(Fall and Spring, Course Offered Every Year) This course will address the research, theory and instructional practices related to teaching the language arts. Emphasis will be given to methods for fostering development in all language processes: speaking, listening, writing and reading. Students will examine process writing in detail and observe/assist in a classroom. The field experience component requires up to 10 hours in a public school setting. Prerequisite: EDU-255.
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3.00 Credits
(Spring, Course Offered Every Year) This course is an introduction to the field of teaching English as a second language and a comprehensive look at research, policies, and effective practices for students who are from culturally and linguistically diverse backgrounds. The course weaves the theories with the practice of second language education, second language acquisition, cultural diversity, content integration and assessment, literacy development, programs and policies, ESL special education, and home/ school connections. Weekly observations in local public schools are required outside of regularly scheduled class time.
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3.00 Credits
(Spring, Course Offered Every Year) A study of how middle schools, working with other institutions, can best meet the needs of the young adolescents who are experiencing significant developmental changes. Since the onset of these changes and the rate at which they occur vary considerably, there is tremendous pressure on the individual to cope with her changing person. The purpose of this course is to examine effective strategies that can be used to help the student make this difficult transition from elementary to secondary education. Field experiences required.
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2.00 Credits
(Fall and Spring, Course Offered Every Year) A study of the content, resources, and strategies for the teaching of social studies in the elementary school. The particular needs of the early childhood and intermediate teacher will be considered.
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