Education (EDUC)

EDUC 200. Foundations of Education. 3 Hours.

This course is a study of the purposes, background, and organization of education in the United States. The development of the American education system is traced from its beginnings to the present day with emphasis placed on major developments influencing the school in modern society. The various philosophies of education will be considered. Significant social issues that impact education will be discussed and evaluated. To be taken in the sophomore year. Offered every semester.

EDUC 210. Curriculum Classics and American Educational Policy. 3 Hours.

This course enables students to make meaningful and relevant connections between the big picture of American history and the impact that history has had on the development of American educational institutions and the curriculum and course offerings required of citizens who have been enabled to live in and contribute to our democratic way of life. Particular emphasis is given to the classic literature in American education and curriculum from the ideas and writings of the founders to contemporary trends and issues in American education.

EDUC 220. Teaching Diverse Student Populations. 3 Hours.

This course focuses on the increasing diversity found in today's schools. It is designed to help prepare teacher candidates to teach and work with four groups of students: students with special needs, gifted and talented learners, students from diverse cultural backgrounds, and students who are linguistically diverse. The course provides practical strategies for adapting instruction to meet the learning needs of diverse students. Offered every semester.

Prerequisite: EDUC 200 with a minimum grade of D.

EDUC 230. Foundations & Methods of Leadership. 3 Hours.

Students will develop skill and understanding regarding the theories of leadership and coaching in team sports at the high school and/or collegiate level. Course content includes the study of: the principles of team sport coaching styles, philosophical views of coaching, development of effective strategies that promote positive team behaviors, physical training, and public relations as well as current trends in the field of coaching.

EDUC 280. Selected Topics in Education. 1 to 4 Hours.

Selected topics in Education at the introductory or intermediate levels.

EDUC 310. Foundations of Literacy. 3 Hours.

This course is designed to help teacher candidates understand the theoretical and evidence-based foundations of the reading and writing processes in instruction. Candidates will study how to support the creation of a classroom environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate selection and use of assessments in reading and writing.

Prerequisite: EDUC 220 with a minimum grade of D.

EDUC 320. Human Growth & Development: A Life Span Approach. 3 Hours.

This is a survey course designed to acquaint teacher candidates and others with basic knowledge of the principles of life-long growth and development. Course content addresses the various patterns of physical, cognitive, social, and emotional growth throughout life. The developmental characteristics and challenges of infants, children, youth and adults and how each developmental period is lived are also studied. Those who complete this course will have a thorough understanding of the life-span perspective as an integrative approach to development. Offered spring semester.

Prerequisite: EDUC 200 with a minimum grade of D.

EDUC 330. Educational Psychology. 3 Hours.

Psychology of learning, learning theories, and stages of development as applied to the learner in the classroom. Attention is given to research into learning problems, management and assessment of learning, and the least restrictive environment for exceptional learners. Integration of career guidance and career planning in grades 9-12 is included. Offered fall semester.

Prerequisite: EDUC 200 with a minimum grade of D.

EDUC 340. Teaching of Reading. 3 Hours.

Course content includes a survey of techniques, strategies, and materials which facilitate secondary students' reading and study skills in content-area classrooms. Attention is focused on understanding reading difficulties experienced by high school students and the development of prescriptive instructional activities. A 10-hour field experience is included.

Prerequisite: EDUC 220 with a minimum grade of D and EDUC 310 with a minimum grade of D and EDUC 320 with a minimum grade of D and EDUC 330 with a minimum grade of D.

EDUC 420. Instructional Methods. 3 Hours.

A course designed to provide teacher candidates with information and experiences to develop a broad view and understanding of the roles, responsibilities, and instructional methods of secondary teachers. Teacher candidates will be introduced to general and specific instructional strategies, methods, planning techniques, teaching resources, and technology for use in secondary classrooms. They will also be provided opportunities to further refine their philosophy of education, their understanding of the learning process, their knowledge of how to assist students in building self-esteem and confidence, and their skills in communications with students, teaching colleagues, school administrators, and parents. The ADEPT process will be introduced and discussed. Study of learning theories, current research on effective teaching, and the development of curriculum products to support effective teaching will be included. Conferencing with secondary students, teachers, administrators, and parents will be addressed, as will classroom management techniques. Attention will also be given to teaching students with special needs in the regular classroom. This course has a required field experience of 15 semester hours. Offered fall semester.

Prerequisite: EDUC 340 with a minimum grade of D.

EDUC 421. Instructional Methods for Modern Languages. 3 Hours.

Teacher candidates will develop an understanding of national and state modern language standards and instructional methods, including technology for K-12 classrooms. The course emphasizes contextualized language instruction and offers teacher candidates the opportunity to refine their philosophy of education and modern language advocacy. This course has a required field experience of 15 semester hours. Offered as needed.

Prerequisite: EDUC 340 with a minimum grade of D.

EDUC 430. Senior Seminar and Field Experience. 4 Hours.

This Interim course is designed to facilitate the transition of teacher candidates into the capstone experience of clinical practice. A required 100-hour field experience and on-campus seminars reinforces theoretical content with practical experiences. Offered as the candidate's senior Interim project.

Prerequisite: EDUC 420 with a minimum grade of D.

EDUC 440. Clinical Practice. 6 or 12 Hours.

Full-time observation, participation, and directed teaching in public schools for one semester (60 full school days) under the supervision of public school personnel, the Education faculty, and faculty from the student's teaching area. Usually taken in the spring semester of the senior year, the course includes weekly seminars. Note: Teacher candidates who complete all of their degree requirements and return to campus following graduation to complete the clinical practice may register for 6 semester hours. However, the requirements will be the same as for 12 semester hours.

Prerequisite: EDUC 430 with a minimum grade of D.

EDUC 480. Advanced Topics in Education. 1 to 4 Hours.

Study of selected pertinent topics in education at the advanced level.

Prerequisite: EDUC 200 with a minimum grade of D.