|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
3.00 Credits
An examination of the ways in which humans across time have addressed issues such as educational aims, opportunity, curriculum and pedagogy. The relationship between sociopolitical contexts and education, the trends and processes of educational change, and linkages between past and current educational practices are also considered. Prereq: sophomore standing; or permission of the instructor; CL: HIST 202; W; STAFF
-
3.00 Credits
A critical examination of some assumptions about education embraced by historical and contemporary philosophers, and relevance of these assumptions to U.S. schooling. Philosophical questions are considered, such as "What does it mean to teach " and "What iknowledge " HUM; Prereq: sophomore standing; or permission of the instructor; CL: PHIL 215; W; J. Helfer
-
25.00 Credits
An examination of human learning from a variety of perspectives. Learning is viewed as a process that occurs formally in settings such as schools, as well as informally in daily human experience. Where appropriate, topics in human development are related to theories of learning. In addition to class work, students work in local classrooms for a minimum of 25 hours. Prereq: sophomore standing; or permission of the instructor; CL: PSYC 273; O; D. Beck
-
3.00 Credits
This course is an examination of emerging adolescent development, both historically and in contemporary society. It is designed to focus on the physical, psycho-social and intellectual dimensions of early adolescent development. Prereq: EDUC 204; CL: PSYC 206; S. Schroth
-
0.50 Credits
Educators focus on how to use personal computer systems effectively within educational contexts. The course not only examines specific computer applications that are being used or could be used by educators but also the implications and ramifications of increasing the use of technology, specifically computer technology, on learning and teaching. Prereq: EDUC 201; J. Helfer, V. Romano
-
0.50 Credits
This course focuses on the uses of writing and reading as ways to learn across the curriculum. Educators interested in elementary through high school instruction, in all content areas, will learn about ways to set up a classroom, assess student readiness levels, analyze this assessment, and plan instruction to maximize student learning. Reading and writing strategies students can use will also be examined. S. Schroth
-
1.00 Credits
(1/2 to 1 1/2) Students develop strategies-fully grounded in research, and practice- to teach English as a second language (ESL) in the United States or to teach English as a foreign language (EFL) internationally. Students will have the option of enrolling in the class for either one-half credit or one credit. Both the one-half credit and the one-credit courses will focus upon second language assessment, second language teaching methodologies, and ESL/EFL materials development and curriculum design. Students may, with approval, gain practical experience through a seventeen day-trip to Anhui Normal University in China, which will be undertaken in December immediately after the classroom portion of the course. S. Schroth
-
0.50 Credits
In this yearlong course, students critically examine the relationships among technology, teaching and learning. Students complete a series of readings addressing the issues of the role of technology in education, the ways in which education can support or dismantle the digital divide, particular approaches to the use of technology in classrooms, and methods for completing classroom research. Throughout the year, students act as mentors, facilitators, and teachers for public school children involved in a web-based project. Prereq: permission of the instructor; STAFF
-
25.00 Credits
This course will focus on teaching children with diverse needs, including children with identified physical and emotional handicapping conditions, as well as those from non-dominant groups by virtue of their race, ethnicity, nation of origin, language, religion, economic history, gender and/or sexual orientation. Legislation and rights and responsibilities of teachers will be addressed, as will fostering working relationships with students' parents and the community beyond the school. Minimum of 25 hours of fieldwork required. Prereq: EDUC 201, EDUC 202 or 203, EDUC 204; S. Schroth
-
3.00 Credits
This course addresses the questions: What is curriculum How do educators plan curriculum How are personal beliefs and societal views reflected in the curriculum How does curriculum perpetuate the status quo How does curriculum affect students' intended and unintended learning How are teaching and learning and curriculum interconnected How can curriculum be used to facilitate educational and societal change A practicum experience is required in the course. Prereq: EDUC 301; W; J. Helfer, S. Schroth
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2025 AcademyOne, Inc.
|
|
|