Early Childhood, Elementary, and Middle School Education
| Key to Course Offerings |
| Q: |
designates courses in the Quantitative Scientific Cluster |
| I: |
the Ideas and Events Cluster |
| B: |
the Human Behavior Cluster |
| L: |
the Literature, Language and Arts Cluster |
| C: |
Multicultural |
| IDIS: |
Interdisciplinary courses
Multicultural and interdisciplinary courses also fulfill a cluster designation. |
| * |
Asterisk indicates that the course may be offered less than once every two years. |
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Undergraduate Day School |
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Undergraduate Evening School |
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Courses having a more narrow focus than those taught on a regular basis of courses being taught on an experimental basis can be taught as Topics courses. These courses will be assigned numbers based on the student level for which they are intended-first, second, third or fourth year. |
Orientation to Education
EDUC 1021 1 cr. 1 hr.
In this introduction to the philosophical and theoretical frameworks, important concepts, and effective practices of teaching and learning which underpin teacher education programs, all freshman and transfer candidates will develop an understanding of the conceptual framework for the unit and the requirements for success in the education major.
Early Childhood Foundations
EDUC 1100 4 cr. 5 hr.
This course gives a brief orientation on the developmental philosophy and goals of early childhood education. Teacher candidates consider educational procedures used in facilitating the development of the child. They also explore the role of the teacher, the environment, and the appropriate instructional strategies to use with young children. The course is required of all Early Childhood majors. A pre-practicum is required.
Behavioral Science in Early Childhood: Child Development and Observation
EDUC 1600 4 cr. 5 hr.
This course includes a study of principles, patterns and theories of human development and learning as well as principles and techniques of naturalistic and standardized child study. Observation, recording, synthesis and interpretation of the behavior of young children occurs within a pre-practicum setting. Written case studies are required. This course is a requirement for Early Childhood majors.
Prerequisite: General Psychology or Introduction to Psychology.
Required for EDUC 3110.
Reading in Early Childhood Education
EDUC 2100 4 cr. 5 hr.
The reading process and factors influencing the development of reading are examined. Pre-reading and reading skills are identified, and techniques for assessment of skills are presented. Methods and materials for teaching primary reading are discussed and illustrated. A pre-practicum is required.
Prerequisite: EDUC 1600.
Language Arts in Early Childhood Education
EDUC 2200 4 cr. 5 hr.
This course presents a timely and concise summary of important issues confronting the teacher and learner when developing a mastery of language arts in the Early Childhood Setting. The focus is on methodology related to the teaching of listening, speaking, reading and writing. A pre-practicum is required.
Fine Arts in Early Childhood Education
EDUC 2400 4 cr. 5 hr.
This course studies the integration of art, music and movement into curricula for young children by using an interdisciplinary approach. Investigation of the objectives, methods and materials in the fine arts is conducted.
Prerequisite: EDUC 1100.
Pre-Kindergarten Clinical
EDUC 2500 4 cr. 5 hr.
This course is designed for the student of Early Childhood Education who is interested in exploring early childhood prior to the kindergarten and public school experience. The students investigate a variety of models and curriculum programs designed for infants, toddlers, and preschool-aged children. Further the student experiences a wide variety of pre-kindergarten settings and explores the systems designed to create, administer and evaluate such programs.
Parent-Child Relations in Education
EDUC 2700 3 cr. 5 hr.
This course explores the role of the parent in the development of the child and how the parent relates to the educational system. This course stresses awareness of how parents stimulate the growth of behavioral trends in their children and how they can be useful as resources to improve the child's educational environment.
Prerequisite: EDUC 1600 or PSY 2210.
Principles and Practices in Education
EDUC 2710 3 cr. 3 hr.
This course includes an examination of the theoretical and practical knowledge of the teaching/learning process. Teacher candidates demonstrate competencies in the areas of planning, curriculum design and evaluation. Focus is placed on the needs and learning styles of the elementary school and middle school child and the instructional strategies used to meet those needs effectively. In addition, classroom management skills and techniques are emphasized. A field-based experience is required. A portfolio assessment process is introduced in this course.
Prerequisite: PSY 2210 or PSY 2230.
Science in Education
EDUC 2750 3 cr. 3 hr.
In this course contemporary elementary and middle school science methods, materials, courses of study and science texts are examined. Science teaching units are developed and demonstrated. A pre-practicum is required.
Prerequisite: PSY 2210 or PSY 2230.
Integrated Creative Arts Teacher Education Program
*EDUC 2800 15 cr. 45 hr.
This is a full-semester experience which includes five weeks of classroom instruction and training in creative work in visual arts, language arts, movement, music and integrating art forms. Subsequent to the initial training period, students are placed in field stations for classroom experiences for the remainder of the semester. While in the field stations, students assist teacher-specialists in one or more of the art form areas. They also develop and implement programs for the specific classroom and its pupils so as to foster the pupils' personal expression through creation in the arts. A weekly seminar on Wednesday afternoons from 1 p.m. to 3 p.m. is held at the college for the purpose of workshop experiences and problem solving. Students are visited and evaluated regularly by college faculty as well as by cooperating teacher-specialists in the schools. Students are expected to be present in the school throughout the semester.
Caring for Infants and Toddlers
EDUC 2900 4 cr. 6 hr.
This course assists students in the development of attitudes, knowledge and skills important to understanding and supporting the interactions of infants and toddlers.
Teaching Mathematics
EDUC 3020 3 cr. 3 hr.
Contemporary elementary and middle school mathematics standards, methods and materials are examined in this course. Developmentally appropriate lessons and learning devices are refined and demonstrated. A pre-practicum is required.
Prerequisite: Math competency Passing Score or Basic Math II.
Reading in Education
EDUC 3030 3 cr. 3 hr.
This course includes an examination of the reading process with emphasis on methods of evaluation and strategies for reading. Reading skills and procedures for developing these skills are examined, and current approaches to the teaching of reading are evaluated. The student is made cognizant of methods of grouping and evaluation procedures. A pre-practicum is required.
Prerequisites: PSY 2210, EDUC 2710.
Reading Diagnosis and Remediation
*EDUC 3050 3 cr. 3 hr.
This course provides students with the competencies necessary to diagnose reading abilities and to develop reading proficiency in their future classrooms. Students are taught the skills needed to administer, score, and analyze informal reading inventories. Teacher candidates test a child, plans a program of instruction for that child, and instruct the child based on the diagnosis and instructional plan. Emphasis is also placed on the development and utilization of assessment strategies, instructional techniques and instructional activities specific to the needs and interests of the child.
Prerequisites: EDUC 2100 and EDUC 3030.
Methods and Materials in Early Childhood Education
*EDUC 3060 3 cr. 3 hr.
This course includes a hands-on workshop and exploration of all areas of the early childhood curriculum. As part of the exploration, students research and prepare games and devices appropriate to an early childhood classroom. This course serves as an elective for all education majors.
Middle School Concept
*EDUC 3070 3 cr. 3 hr.
This course introduces students to the historical development, philosophy, and the competencies needed to teach in the middle school. Pre-practicum required.
Prerequisite: PSY 2210 or PSY 2230.
Science, Math, and Social Studies in
Early Childhood Education
EDUC 3100 4 cr. 5 hr.
This course emphasizes the development and demonstration of instructional techniques and materials in science, math and social studies, which are appropriate for heterogeneous groups of young children. A field-based experience is required.
Prerequisites: PSY 2210, EDUC 1100 and EDUC 1600
Behavioral Science in Early Childhood II:
Learning and Assessment
EDUC 3110 4 cr. 5 hr.
This course is a continuation of EDUC 2110. EDUC 2110 and EDUC 3110 cannot be taken simultaneously.
Curriculum and Instruction in the Middle School
*EDUC 3300 3 cr. 3 hr.
This course introduces teacher candidates to curriculum development, instructional competencies and appropriate goals and objectives for the middle school. A field-based experience is required.
Prerequisite: EDUC 3070
Language Arts in Education
EDUC 3401 3 cr. 3 hr.
This course provides students with an introduction to the nature of language and language growth. Emphasis is placed on the meaning and importance of language arts as well as on the characteristics of elementary and middle school age children, which affect and are affected by the language arts program. Elements of writing, speaking, listening, and reading are stressed. A pre-practicum is required.
Prerequisite: EDUC 2710.
Creative Arts in Education
EDUC 3500 3 cr. 3 hr.
The course explores materials and processes of children's perception and behavior with emphasis aimed at encouraging the development of their critical and creative potential.
Prerequisite: EDUC 2710.
Social Studies in Education
EDUC 3600 3 cr. 3 hr.
This course equips the future teacher with the knowledge, teaching strategies, and sequential course development necessary to teach social studies at the elementary and middle school level. A field-based experience is required.
Prerequisites: EDUC 2710.
Reading in the Content Areas
EDUC 3640 3 cr. 3 hr.
This course includes discussion of the role of content reading in elementary and middle school classrooms, textbook evaluation and quantitative/qualitative evaluation procedures, reflections on being a content learner, and the development and practice of strategies for learning from textbooks, including vocabulary, comprehension, and study skills.
Prerequisite: EDUC 3010 or EDUC 3030
Reading and Writing in the Content Areas
EDUC 3650 3 cr. 3 hr.
Teacher candidates examine the reading and writing processes as they pertain to the teaching and learning of knowledge and skills within content disciplines. This includes exploration of the relationships among reading, writing, critical thinking and learning. Implementation of reading and writing strategies and procedures that develop middle school student capacity for using reading and writing to think critically and understand content. Candidates conduct a field experience.
Prerequisite: EDUC 3010 or EDUC 3030
Using Computers in Classrooms
EDUC 3700 3 cr. 3 hr.
Teacher candidates examine the philosophy, theory, and application of computers in classrooms. A significant portion of class time is devoted to hands on experiences with computers. These experiences include programming in text and graphics mode, introducing and using LOGO, using printers, using the Internet for research, integrating computers and other technologies in teaching content area subjects, developing programs designed to enhance the learning abilities of children, and evaluating educational software. Prior experience using computers is not assumed. Q
Analysis of Reading Problems
EDUC 4000 3 cr. 3 hr.
The course examines the correlates of reading problems. Teacher candidates learn to identify principles of diagnosis, and analyze, administer, and interpret formal diagnostic tests. Students demonstrate competency in preparing a case study report.
Prerequisite: EDUC 2100 or EDUC 3030.
Foundations Seminar
EDUC 4010 3 cr. 3 hr.
This course covers an examination of the historical perspectives and philosophical orientation in the field of elementary and middle school education. Specific attention is given to an analysis of current issues and programs in social foundation, legal foundation, curricular patterns and pluralism in Education. For senior practicum students only.
Senior Seminar in Early Childhood
EDUC 4050 4 cr. 5 hr.
This course covers an examination of the historical perspectives and philosophical orientations in the field of early childhood education. Specific attention is given to an analysis of current issues and programs. For senior practicum students only.
Introduction to Bilingual Education
EDUC 4150 3 cr. 3 hr.
This course provides an overview of the theory, research and practice of bilinqual education. Historical constructs, current theories, and the philosophy of bilingual biculturalism will be emphasized. Basic concepts of bilingualism, state, and nation initiatives, politics and legislative mandates regarding bilingual education will be discussed. Familial, cultural, developmental and diverse learning abilities as they relate to the bilingual children will also be explored.
Theories of Language and Second Language Acquisition
EDUC 4200 3 cr. 3 hr.
The course introduces current theoretical models of language acquisition focusing on literacy development and developing language skills. It is designed to provide students with an overall understanding of the importance of language development and language acquisition as seen in the education environment. Issues regarding first and second language development will be addressed. Students will focus on how theory and research relate to language instruction.
Bilingual Teaching Methods and Strategies
EDUC 4300 3 cr. 3 hr.
This course introduces students to the various theories and methods of teaching children from diverse linguistic backgrounds. The emphasis will be placed on approaches and methodologies in teaching both English and the child's native language. Teaching strategies for supporting language skills, assessment approaches and evaluation procedures to determine the needs of bilingual students will be provided. Children with diverse learning abilities within the bilingual setting will also be emphasized.
Assessment and Evaluation of Bilingual Programs
EDUC 4400 3 cr. 3 hr.
This course is designed to explore the assessment and evaluation systems in bilingual education programs. The focus will be on the federal, state and local educational policies and assessment practices of students in terms of language acquisition, language skills and content knowledge, as well as the evaluation of curriculum materials and teaching methods. Student progress, monitoring, developing and designing authentic assessment approaches and creating portfolios, as well as previewing, analyzing, and evaluating current bilingual assessment instruments will be included.
Bilingual Practicum
EDUC 4500 3 cr. 3 hr.
The practicum is designed for student teachers preparing for their certification, Teacher of Transitional Bilingual Education, Elementary Provisional with Advanced Standing. The students will be placed in bilingual classrooms at various grade levels (K-third grade) where they will be observing, assisting and teaching under the supervision of a cooperating teacher. The students will also be attending, with their college supervisor regularly scheduled seminars (see Bilingual Seminar) in which both Spanish and English will be presented.
Bilingual Seminar
EDUC 4600 1 cr. 1 hr.
The Bilingual Seminar is a complement and supplement to the Student Teaching Practicum in the bilingual classroom setting. Students will investigate the diversity of bilingual classroom settings, learning environments, curriculum approaches, teaching methodologies and teaching strategies as they relate to the bilingual child. Observation, journal writing and curriculum presentations and evaluations will be required.
Introduction to Learning Disabilities
*EDUC 4780 3 cr. 3 hr.
This course includes a study of some of the causes of school learning disabilities at the elementary level. Specific techniques and remediation exercises are discussed.
Practicum I and II in Early Childhood Education
EDUC 4862, 4863 6 cr.
For the Student Teaching Practicum in Early Childhood, teacher candidates are assigned to cooperating schools for a semester of student teaching.
Practicum in Elementary Education I and II
EDUC 4882, 4883 6 cr.
Teacher candidates are assigned to cooperating elementary schools for a semester of student teaching.
Practicum in Middle School Education I and II
EDUC 4885, 4886 6 cr.
Teacher candidates are assigned to cooperating middle schools for a semester of student teaching.
Independent Study in Education
EDUC 4903 3 cr.
This course provides teacher candidates in early childhood, elementary and secondary education with the opportunity to do research with staff guidance in a problem in education. The course is limited to juniors and seniors.
Prerequisite: permission of Department.
Directed Study
EDUC 4975 1-6 cr.
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