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  • HGLN 340: Learning Environments Ec/ k

    4.00 Credits
    Tusculum University

    This course is designed to prepare the preservice teacher with opportunities to study the manner in which a play-based developmental curriculum is linked with developmental assessment and curriculum planning. Opportunities for play and creative experiences are essential to the learning and development of the young child. Experiences in the course will include a study of ways to successfully serve the needs of diverse learners. The importance of the role of the parents in their child's development is also a focus of this course. The pre-service teacher will demonstrate ability to plan, implement, and assess curriculum that includes current technology, materials, and community resources. The planned curriculum will reflect the pre-service teacher's understanding of the psychological and social development of the primary-age student. The pre-service teacher will demonstrate the ability to plan and teach both skills and content in the PreK-4 area while building a community of engaged learners. Learning Outcome: Writing. Prerequisites: EDUC 200 and SPED 101. Offered every other year.
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  • HGLN 341: Learning Environments k

    6.00 Credits
    Tusculum University

    This course is designed to prepare the K-6 pre-service teacher to apply curriculum principles and techniques in various learning environments with students of diverse abilities and needs. The preservice teacher will demonstrate ability to plan, implement, and assess curriculum that includes current technology, materials, and community resources. Using information from informal assessment techniques, the pre-service teacher will make sound instructional decisions. The planned curriculum will reflect the pre-service teacher's understanding of the psychological and social development of the primary and preadolescent student. Using methods such as cooperative learning, the preservice teacher will develop strategies that foster the inclusion of diverse learners and students of different cultures. The preservice teacher will demonstrate the ability to plan and teach both skills and content in the K-6 area while building a community of engaged learners. Included in this course will be a review of the philosophical underpinnings that drive education in the K-6 learning environment. Learning Outcome: Writing. Prerequisites: EDUC 200 and SPED 101. Offered every year.
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  • HGLN 342: Learning Environments

    8.00 Credits
    Tusculum University

    This course is designed to prepare the 4-8 preservice teacher to apply curriculum principles and techniques in various learning environments with students of diverse abilities and needs. The preservice teacher will demonstrate ability to plan, implement, and assess curriculum that includes the current technology, materials and community resources. Using information from informal assessment techniques, the preservice teacher will make sound instructional decisions. The planned curriculum will reflect the pre-service teacher's understanding of the psychological and social development of the preadolescent and adolescent student. Using methods such as cooperative learning, the preservice student will develop strategies that foster the inclusion of diverse learners and students of different cultures. The preservice teacher will demonstrate ability to plan and teach both skills and content within the 4-8 area while building a community of engaged learners. Included in this course will be a review of the philosophical underpinnings that drive education in the 4- 8 learning environment. Prerequisites: completion of Education courses and screening into the Teacher Education Program and the Student Teaching Seminar.
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  • HGLN 417: Literacy Through Language Arts

    4.00 Credits
    Tusculum University

    4 semester hours. This course provides a working knowledge of the instructional models and materials for teaching language arts in grades K- 6. Preservice teachers will develop an understanding of writing development including language mechanics, appropriate grammar, and legible handwriting. Special emphasis will be placed on communication skills, diagnostic procedures and evaluations. Media and technology will be explored to incorporate activities emphasizing the relationship between writing, listening, speaking, and reading activities. Multiple strategies and materials will be developed in the coursework for teaching these skills to at-risk students, students with disabilities, economically disadvantaged, and highly mobile students as well as intellectually gifted students and students from different racial and ethnic backgrounds. Reflections from practicum experiences will be utilized along with instructional practices. Practicum experience is required for this course. Prerequisites: EDUC 200 and SPED 101. Learning Outcome: Analytical Reading.
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  • HIST 101-102: The West And The World I And II

    3.00 Credits
    Tusculum University

    A survey of the history of Western Civilization and its interaction with the non-Western World, including Mesopotamia, the Middle East, Africa, and the Americas. Learning Outcomes: Critical Thinking and Analytical Reading.
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  • HIST 201-202: u. s. History Survey I And II

    3.00 Credits
    Tusculum University

    A survey of the United States from the explorations of the 16th century to the present. Primary emphasis is on the interplay of economics and ideas as the foundation of the American republic and its subsequent evolution. Topics covered include red, white, and black America, Jacksonian democracy and the rise of the common man, slavery and abolitionism, Westward expansion, the Civil War and Reconstruction, the American industrial revolution, World War I, woman suffrage and feminism, the Great Depression, New Deal, World War II, the black freedom struggle of the 1950s and 1960s, America and the Cold War, and neo-conservatism in the late 20th Century. Learning Outcomes: Critical Thinking and Analytical Reading.
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  • HIST 302: Readings in The Uses of The Past

    3.00 Credits
    Tusculum University

    An introductory examination of the nature of history and of the methods of historical inquiry. Primary emphasis will be given to the following questions: "What is the value of history?" and "Iit possible to really know the past?" The course also considers historians as detectives: how they use the evidence and attempt to establish the truth about the fascinating stories they relate. All of this is examined within the framework of the diverse methodologies historians employ to unearth new evidence that expands and deepens our understanding of the past. Learning Outcomes: Civility and Critical Thinking. Prerequisites: HIST 101-102, HIST 201-202, a minimum fifteen page research paper satisfactorily completed in each of two upper-division history courses of the student's choosing. Offered every other year.
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  • HIST 306: The Islamic World

    3.00 Credits
    Tusculum University

    A broad-based examination of cultural, economic, political, religious, and social developments in the Islamic world from the 7th Century to the present. Primary emphasis is on the emergence and nature of Islam and its spread from Arabia to the Atlantic and Southeast Asia, the impact of the West on the Islamic world, and the role of states, power, and politics in shaping Islamic responses to Western imperialism. This course may also utilize guest speakers and other resources to heighten student awareness of the complex interaction of the Islamic and Western worlds with one another. Learning Outcome: Critical Thinking. Prerequisites: HIST 101-102 or permission of instructor.
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  • HIST 310: The Greek And Roman World

    3.00 Credits
    Tusculum University

    This course will explore classical Greece and Rome, the two civilizations that lie at the foundation of Western society. The course will begin with the rise of the Greek city-states and, in that context, will explore developments and innovations in political institutions, law, philosophy, religion, and the arts. Attention will be paid to competing political and cultural programs among the Greek city-states, Greek military and cultural imperialism under Athenian democracy and Alexander the Great, and to changes over time. Further, the course, will outline the conditions and dynamics that allowed for the emergence of a powerful Roman city-state, dominant in the Italian Peninsula, and later in the Mediterranean and Western Europe. It will explore the culture, economy, and political institutions of the Roman Republic and outline factors that led to its transition to the Empire. Finally, factors leading to the break up of the Empire will be discussed, and those forms and institutions enduring into the European Middle Ages will be highlighted. Learning Outcome: Critical Thinking. Prerequisite: HIST 101 or permission of the instructor.
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  • HIST 311: Modern Asia

    3.00 Credits
    Tusculum University

    A survey of the principal trends and events in East Asia since the 15th century. The course will consider the historical experiences of China, Central and Southeast Asia. Particular attention is paid to the impact of imperialism in Asia and the diversity of Asian responses to modernization. This course may also utilize guest speakers, Internet resources, film, and personal memoir to expand students' access to the cultures and histories of a region that has been both distant and enmeshed in the Western and American experience. Learning Outcome: Critical Thinking. Prerequisites: HIST 201 or 202, or permission of the instructor.
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