Education Courses

F = fall, S = spring, SU = summer, E = even years (e.g., academic year 2010-11), O = odd years (e.g., academic year 2011-12), Y = yearly, IRR = offered at irregular intervals, F-S = offered in both fall and spring semesters

EDUC 50100 Literacy Development and Second Language Acquisition
Study of literacy development and second language acquisition in a sociolinguistic framework. Research and practice in reading, writing, speaking, and listening for both native and nonnative speakers of English. Family, school, and community literacy projects. Field experience required. Prerequisite: Graduate student in good standing or permission of instructor. 3 credits. (SU, Y)

EDUC 50300 The Exceptional Child in the Classroom
Analysis of instructional elements, modifications, and behavioral management techniques for the unique needs of exceptional children in inclusive class settings; exploration of the roles of parents, teachers, and other school professionals in providing services to these students; development of appropriate individual educational plans (IEPs); and review of state and federal laws governing students with exceptionalities. Field experience required. Prerequisite: Graduate student in good standing or permission of instructor. 3 credits. (F, Y)

EDUC 51210 Seminar in Reflective Practice
Taken concurrently with EDUC 60000. Critical reflection on teaching and learning and the challenges faced by teachers. Analysis of culturally relevant pedagogy, teacher growth and development, school and classroom effectiveness, literacy issues and methodologies, and student achievement. Teachers as action researchers in their own classrooms. 3 credits. (S, Y)

EDUC 59900 Independent Study in Education
Study with a faculty member of specific issues in education. Written proposal to the graduate chair describing the terms of the particular project is required. Prerequisites: Graduate student in good standing and permission of instructor. 1-3 credits; can be repeated for credit. (F, S, SU, Y)

EDUC 60000 Professional Semester in Education
Taken concurrently with EDUC 51210. A full semester of observation and supervised teaching at two different grade levels. Additional coursework during the professional semester may not be taken without the permission of the graduate chair. Prerequisite: Graduate student in good standing. 6 credits. (S, Y)

EDUC 61000 Teaching and Learning in Diverse Elementary Schools
Provides an overview of the elementary school curriculum and environment; the roles and responsibilities of childhood educators; the relationship of school, family, and community; research on effective teaching and schooling; principles and practices of motivation, management, and social interaction; and strategies for planning, teaching, and assessing. Emphasis on culturally responsive teaching in diverse school settings. 3 credits. (SU, Y)

EDUC 62000 Curriculum and Instruction in Elementary School Social Studies
Focuses on the content and design of the social studies curriculum in the elementary school; current research, theory, and standards in social studies; strategies for instruction, differentiation, and assessment; and available resources. Integration of literacy and technology. Emphasis on community and citizenship, critical thinking, multidisciplinary approaches, and the use of primary sources. Field experience required. 3 credits. (F, Y)

EDUC 63000 Curriculum and Instruction in Elementary School Science
Focuses on the content and design of the science curriculum in the elementary school; current research, theory, and standards in science; strategies for science instruction, differentiation, and assessment; laboratory procedures and safety practices; and available resources. Integration of content-area literacy and technology. Emphasis on the development of an inquiry-oriented approach. Field experience required. 3 credits. (SU, Y)

EDUC 64000 Curriculum and Instruction in Elementary School Mathematics
Focuses on the content and design of the mathematics curriculum in the elementary school; current research, theory, and standards in mathematics; strategies for mathematics instruction, differentiation, and assessment; and available resources. Integration of content-area literacy and technology. Emphasis on children’s conceptual understandings of mathematics, and the development of pedagogical proficiency for using both "traditional" and "reform" math curricula. Field experience required. 3 credits. (F, Y)

EDUC 65000 Curriculum and Instruction in Elementary School Language Arts and Literacy
Focuses on the content and design of the language arts and literacy curriculum in the elementary school; current research, theory, and standards in literacy; strategies for literacy instruction, differentiation, and assessment; and available resources. Emphasis on reading processes, writing processes, word study (including phonemic awareness, word analysis, spelling, and vocabulary), listening, speaking, and dramatic expression. Integration of technology. Field experience is required. 3 credits. (F, Y)

ART 52500 Integrating Visual Art in the Elementary School Curriculum
Designed to introduce childhood educators to the educational theories, practices, methods, and materials in the visual arts within the elementary school curriculum. Emphasis on recognition of age-appropriate artistic development; authentic art production; self-expression and divergent thinking; use of varied media; techniques and concepts relevant to the elementary curriculum; and broad-based learning through art. Prerequisite: Graduate student in good standing or permission of instructor. 1 credit. (S, Y)

COMM 56500 Educational Technology for Childhood Educators
Examines the theory and practice of educational computing and technology. Emphasis is on applying and integrating technology to enhance pedagogy and practice. The course is project-oriented, focusing on the design of products for instructional activities and environments with various technologies. 3 credits. (SU, Y)

HPEG 57700 Teaching and Learning for Healthy Growth and Development
Designed to explore healthy growth and development in order to optimize learning potential in all children. Using developmental and educational theories as a framework, the dynamics of teachers, families, and communities will be explored as well as how they influence children’s learning and understanding of health and education. Students will engage in a critical analysis of educational theories, research, and teaching strategies related to elementary and health education. Students will participate in classroom observations to provide a context for the theory and research, and to foster an in-depth understanding of the emotional, social, cognitive, and physical development of children. 3 credits. (F, Y)