63 Courses Matching Search "EDU"Reset Search
EDU118 - Human Growth and Development (3 cr.)
A study of cognitive, social, physical, and emotional development across the lifespan. Factors affecting development and learning will be investigated, such as cultural and family variables. Major theoretical perspectives will serve as frameworks for developing links between theory and experience. (Fall/Spring) Corequisite: EDU120. Prerequisite: major in B.S. Childhood Education or Combined B.S./M.S.Ed.
EDU120 - Exploring Teaching, Learning, and Human Development (3 cr.)
A study of cognitive, social, physical, and emotional development in school and community settings. Teacher candidates will investigate the cultural and family variables which affect teaching, learning, and human development. (Minimum of 10 hours of field experience). (Fall/Spring). Corequisite: EDU118. Prerequisite: major in B.S. Childhood Education or Combined B.S./M.S.Ed.
EDU130 - Ethics, Relationships, and Multicultural Competencies in Education (3 cr.)
Teacher candidates will investigate, think critically, and reflect on ethics, relationships, and multicultural competencies. They will explore the ethical and practical dimensions of teaching within the diverse contexts teachers and their students bring to the classroom community. Candidates will be expected to develop multicultural teaching competencies and engage in self-reflection to identify and monitor their strengths and areas in need of improvement by increasing their own awareness of biases, attitudes, and beliefs. (Minimum of 10 hours of field experience.) (Fall/Spring). Prerequisites: EDU118 and EDU120 or equivalent; B.S. Childhood Education or Combined B.S./M.S.Ed. major.
EDU199 - Independent Study (1 to 15 cr.)
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean.
EDU230 - Social Contexts in Learning (3 cr.)
Teacher candidates will analyze social contexts and their implications for learning. They will explore schools as societal institutions to identity aspects which perpetuate a system of dominance and oppression. In addition, teacher candidates will examine the classroom as a learning community for all students - including managing for student learning, language acquisition, literacy development, inclusion and use of technology. (Minimum of 10 hours of field experience). This course fulfills state-mandated requirements for the Dignity for All Students Act (DASA). (Fall/Spring). Prerequisites: EDU130 or equivalent; B.S. Childhood Education or Combined B.S/M.S.Ed major.
EDU240 - Introduction to Instructional Planning (3 cr.)
Introduction to curriculum design, lesson design, instructional planning, technology integration, differentiation, assessment, classroom management, development of positive learning environments. Minimum of 10 hours of field experience. (Fall/Spring). Prerequisites: EDU230 or equivalent; major in Childhood Education BS or Combined BS/MSEd.
EDU280 - Introduction to Adolescence Education (3 cr.)
This course explores the social foundations of adolescence education. Students are introduced to the political, social, historical, and philosophical contexts of American adolescence education. They develop their professional skills in social foundations by considering how these contexts could and should affect adolescents in teaching and learning. Students are invited to consider public education and adolescence in larger perspectives in order to increase professional understanding and commitment to both. (Fall/Spring). Prerequisite: sophomore standing in the Combined BA/MST Adolescence Education program.
EDU299 - Independent Study (1 to 15 cr.)
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean.
EDU321 - Ethics and Professional Responsibilities for Classroom Teachers (1 cr.)
Coursework will focus on issues of in-school violence and prevention, how to recognize and report suspicion of child abuse, and how to support vulnerable students. This course meets the NYS Ed. Certification requirements for substance abuse, child abuse and S.A.V.E. (Fall/Spring). Prerequisites: major is B.S. childhood education or combined B.S./M.S.Ed. program.
EDU325 - Teaching Methods I: Connecting Pedagogy in Reading and Writing, Content Areas and Special Education (6 cr.)
Candidates will build a foundation for best practices in teaching and learning through the connection of theories and practices, planning, content integration, and multicultural competencies. This course offers an introduction to pedagogy in reading and writing, special education and technology. (Minimum of 25 hours of field experience.) (EDU325, EDU335, and EDU465 fulfill the college Advanced Writing Requirement [AWR].) (Fall/Spring). Prerequisites: EDU240 or equivalent; major in Childhood Education BS or Combined BS/MSEd program.
EDU330 - Exploring Educational Issues Through Writing (3 cr.)
Uses analysis of educational theory, scholarly articles, and other types of writing in the discipline to make explicit various rhetorical expectations for writing in the field. Emphasizes writing to learn, celebrates writing across the disciplines and helps students improve their prose through analysis, peer editing, and myriad writing exercises. Approved AWR. (Winter, Spring, Summer & Fall). Prerequisites: ENG101 with a grade of C or higher; second semester sophomore standing; liberal arts GPA of 2.5 or better.
EDU331 - Exploring Educational Issues Through Writing Lab (1 cr.)
One-credit laboratory to provide developmental instruction in basic composition skills, process, grammar, and critical thinking skills while acting as a general support for those studying educational theory and research in EDU330 Exploring Educational Issues Through Writing. (Winter, Spring, Summer, Fall). Corequisite: EDU330. Prerequisites: POI and ENG101.
EDU335 - Teaching Methods II: Connecting Pedagogy in Reading and Writing, Content Areas, and Special Ed (7 cr.)
Teacher candidates will deepen their understandings of pedagogy, methods, best practices and integrated literacy and how to assess students' learning in social studies, science, math, creative arts, and English language arts. An integrated planning model will be introduced and used in writing lessons, developing units, and creating projects across curricular areas including the arts. Candidates will engage in a variety of professional writing experiences (e.g., planning and organization, reflection, describing and analyzing student learning, narrative writing, critique of current practices - content standards, instructional practices, and instructional design). (Minimum of 25 hours of field experience.) (EDU325, EDU335, and EDU465 fulfill the college Advanced Writing Requirement [AWR].) Approved AWR. (Fall/Spring). Prerequisites: EDU325; major in Childhood Education BS or Combined BS/MSEd.
EDU357 - Use of Media in Education (1 cr.)
Instructional media basic competency: hardware and software proficiency; technology classroom management techniques; use of the Internet in the classroom; software and website evaluation; review of educational technology literature; and technology-integrated lesson planning. (Fall, Spring & Summer).
EDU371 - Psychological Foundations of Elementary Education (6 cr.)
This course is the study of the nature of children from birth through early adolescence, including cognitive, social, emotional, moral, and physical development. Candidates explore group and individual differences, paying close attention to diversity for teachers and learners. Topics include the interconnection that exists in the teaching-learning process from various theoretical perspectives. The relationship between theory and practice is explored during a field experience. (Fall - Spring). Corequisite: EDR315. Prerequisites: EDU 330.
EDU380 - Topics: Social Foundations of Education (1 to 3 cr.)
Social Foundations explores current and enduring educational issues from a social foundations perspective; provides an analysis and interpretation of schooling in a cultural, historical, political, socio-economic and philosophical context. Educational issues related to racial, ethnic, gender, ability, and status are examined as we aim for equality in contemporary societies. (Spring, Summer & Fall). Corequisite: EDU330.
EDU391 - Science for the Elementary School Teacher (3 cr.)
This course uses the National Science Education Standards as a foundation for the study and implementation of science lessons across the curriculum and within the realms of all science. The approach is largely inquiry and activity based with emphasis on developing the students' ability to articulate science content and process and the nature of science as a dynamic study. (Spring, Summer, & Fall). Corequisite (Recommended): Elementary education majors should take this course with EDU394; special/elementary education majors should take this course with EDS378. Prerequisites: Acceptance in the Childhood Education Program, EDU330.
EDU394 - Block II - Elementary Curriculum and Instruction (6 cr.)
Students continue to develop their knowledge base and skills for teaching and assessment with an emphasis on practice in the field. Students examine concepts and procedures of student learning, trends in elementary education, and NYS Learning Standards. Pragmatic experience is provided in the planning for and implementation of instruction in the elementary classroom as well as a corresponding assessment of student learning. (Spring & Fall). Prerequisites: EDR315, EDU371.
EDU399 - Independent Study (1 to 15 cr.)
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean. (Summer).
EDU423 - Curriculum, Instruction, and Literacy for Birth-Grade 2 (4 cr.)
Aspects of development of children from birth to age 8 in all of the critical domains. Planning, implementing, and evaluating curriculum, instruction, and literacy experiences for children from birth to age 8, including those with exceptional needs. Includes a 25 hour supervised field experience with young children. (Winter/Summer). Prerequisites: matriculation into B.S./M.S.Ed in Early Childhood Education, Childhood Education/Literacy (Birth to Grade 6) combined program and EDU230.
EDU432 - Teaching Social Studies K-9 (3 cr.)
Explores theories, practices and issues in social studies education. Relates analysis of information, professional standards and learning processes to planning and teaching effective curriculum for diverse learners. Emphasizes critical reading and inquiry strategies relevant to interdisciplinary studies. (Spring & Fall). Prerequisites: EDU371 for Childhood Education Majors; EDU330 for Special Education Majors; or POI.
EDU465 - Curriculum Design: Implementation of Integrated Inst Planning, Assmnt of Stdnt Lrng, & Organization (7 cr.)
Teacher candidates will review, design, and implement curriculum in reading and writing, science, social studies, math, and the creative arts. Candidates will plan and organize instruction and describe and analyze student learning across curricular areas, and critique current practices. Candidates will engage in professional discourse and reflect upon their practices and make necessary changes to meet student learning needs. (Minimum of 25 hours of field experience.) (EDU325, EDU335, and EDU465 fulfill the college Advanced Writing Requirement [AWR].) Approved AWR. (Fall/Spring). Corequisite: EDU475. Prerequisites: EDU335; major in Childhood Education or Combined BS/MSEd program.
EDU475 - Practitioner Research in the Classroom (2 cr.)
Introduction to research and its role in informing best practices in teaching. Candidates will explore scientific method, research approaches, and research designs and will learn how to read research critically. (Fall/Spring). Corequisite: EDU465. Prerequisites: EDU335; major in Childhood Education BS or Combined BS/MSEd.
EDU498 - Internship (1 to 15 cr.)
EDU499 - Independent Study (1 to 15 cr.)
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean. (Spring, Summer & Fall).
EDU500 - Education in Contemporary Society (3 cr.)
Philosophical, social, psychological and political perspectives on teaching and learning in the contemporary, information age. (Fall/Winter/Spring/Summer).
EDU502 - Tests and Measurements (3 cr.)
Introduction to educational and psychological testing. Construction, administration, scoring and interpreting various group and individual tests. (Fall/Spring/Summer).
EDU504 - Multi-Cultural Dimensions of Contemporary Education (3 cr.)
Social dimensions of education to be explored include: ethnicity and cultural pluralism in contemporary society; the impact of social and cultural systems/organizations on educational decisions; competing educational belief systems; and institutional responsiveness as it relates to multi-culturalism. (Spring, Summer & Fall).
EDU505 - Learning Theories (3 cr.)
This course explores learning theories from multiple standpoints and serves as an introduction to theory and implementation, as well as research. Goals include examining a variety of traditional and progressive approaches to learning theory and theorists in relation to both teaching as well as understanding. In addition this course will introduce educational research and its connection to learning. Integration of theory and practice will be developmentally explored. Self-reflection and analysis of learning theories will be delved into to provide foundational knowledge and understanding for pre-service teachers. Theorists examined will involve diverse standpoints as well as foundational scholars such as Vygotsky, Piaget and Montessori. In addition, engagement with culturally and socially diverse learners will be integrated throughout the course. Issues surrounding learning theories and pedagogies for ELL students, ethnic, racial, linguistic (ELL) learners will be examined through theory and practice. (Fall/Spring). Prerequisites: matriculation in BA/MST Adolescence Education or MST Adolescence Education program.
EDU508 - Curriculum Development: Elementary School (3 cr.)
Curriculum and instructional practices in the elementary school with particular reference to current issues and developments. (Spring, Summer & Fall). Prerequisite: EDU505 for MST students.
EDU509 - Curriculum Development: Middle and Secondary School (3 cr.)
Development, history, and current status of the middle and secondary school curriculum. Analyses of contemporary curriculum programs in terms of design, content and evaluation. (Spring, Summer & Fall).
EDU5109 - Curriculum Development I & Field: Grades 7-12 (4 cr.)
Intensive planning and implementation of instruction at the secondary school level including: secondary curriculum development, pedagogical techniques, best practices, positive learning environments, technology integration and multicultural considerations. 60 hour field placement. (Fall/Spring). Prerequisites: EDU280 and student's major subject-specific methods course(s).
EDU5110 - Child Development for Education Professionals (3 cr.)
Survey of major psychological, socio-cultural, and identity development from birth through early adolescence with an emphasis on application to the PK-6 learning environment. This course works to explore the complexity of identity, development, and growth for diverse students. Pedagogies and adolescent growth will be explored, including working with learners based on their multiple identities such as race, class, gender, ability, sexuality and linguistic background. Self-reflection for preservice teachers will be an important facet, to locate their own identities and the influence of these on teaching. This course meets SED mandates for the completion of the child abuse/neglect prevention (CA), Dignity for All Students Act (DASA), substance abuse awareness, and school violence prevention (SAVE). (Fall/Spring). Prerequisite: MST Childhood majors only.
EDU512 - Seminar: Issues in Education (1 to 3 cr.)
Presentation, analysis, and discussion of current issues in education with teaching colleagues and consultants. (Spring, Summer & Fall).
EDU5120 - Adolescent Development for Education Professionals (3 cr.)
Survey of major psychological, socio-cultural development theories and issues for adolescence, with an emphasis on application to the 7-12 learning environment. This course works to explore the complexity of identity, development, and growth for diverse students. Pedagogies and adolescent growth will be explored, including working with learners based on their multiple identities such as race, class, gender, ability, sexuality and linguistic background. Self-reflection for preservice teachers will be an important facet, to locate their own identities and the influence of these on teaching. This course meets SED mandates for the completion of the child abuse/neglect prevention (CA), Dignity for All Students Act (DASA), substance abuse awareness, and school violence prevention (SAVE). (Fall/Spring). Prerequisite: MST Adolescence Education majors only.
EDU513 - Education Research Methods (3 cr.)
Focus upon research theory, principles, and procedures. Emphasis on research design and implementation. Fundamentals of statistical reasoning, research analysis, interpretation and classroom application. (Spring, Summer, Winter & Fall).
EDU5130 - Assessment in Education I: Theories and Conceptual Frameworks (2 to 3 cr.)
This course includes topics on assessing student knowledge and skills, both quantitatively and qualitatively. It covers test construction and non-traditional assessment methodologies. Skills such as reading standardized test scores and analyzing what these mean are addressed. (Fall/Spring). Prerequisites: MST Childhood and MST Adolescence majors only.
EDU5140 - Curriculum Design and Pedagogical Methods I: Grades 1-6 (3 cr.)
Theories and practices of curriculum development for the elementary and intermediate grades, including pedagogical techniques. Recent trends in elementary/intermediate school content, instructional design, models of teaching, classroom management and assessment. Emphasis on subject-specific pedagogical methods and learning environments that engage students and that value diverse learners and multiculturalism. Includes 45 hours minimum of learning environment field experience. (Fall/Spring). Corequisite: EDU5130. Prerequisite: MST Childhood Education majors only.
EDU5150 - Curriculum Design and Pedagogical Methods I: Grades 7-12 (3 cr.)
Theories and practices of secondary curriculum development and pedagogical techniques. Recent trends in secondary school content, instructional design, models of teaching, classroom management, and assessment. Emphasis on subject-specific pedagogical methods and learning environments that value diverse learners, multiculturalism, and engage students. Includes 45 hours minimum of learning environment field experience. (Fall/Spring). Corequisite: EDU5130. Prerequisite: MST Adolescence Education majors only.
EDU5160 - Urban Education & School Culture (3 cr.)
This course will delve deeper into conceptions and misconceptions of urban education, schools, and students. Through multiple lenses, forms of diversity and their interconnections to urban schools will be explored. Examinations of educational policies, practices, case-studies, and greater understanding will be the focus of this course, specifically of the many facets of urban education. Avoiding a simple "one-size-fits all" approach, we will problematize and consider the ways in which we can work towards effectively teaching diverse students in urban settings. This course includes intensive self-reflection as a tool for understanding around issues of power and privilege and their connections to urban education as well. (Fall/Spring). Prerequisites: matriculation in MST or BA/MST program.
EDU5170 - Educational Technology I (2 cr.)
This course is an introduction on how to facilitate P-12 student learning through the use of various technologies and technology applications. Pre-service teachers focus on technological skill development with hardware and multimedia application and begin to construct lessons integrating technology with pedagogical practices. (Fall/Spring). Corequisites: none. Prerequisites: MST Childhood and MST Adolescence majors or POI.
EDU5180 - Assessment in Education II: Practical Applications (3 cr.)
This course includes topics on assessing student knowledge and skills, both quantitatively and qualitatively. It includes concepts such as the Assessment Cycle, collaborative analysis of student work, data-driven decision making, interpretation and reporting of data, and communicating assessment results to parents. Skills such as description, analysis, and reflection are emphasized. This course highlights teacher responsibilities in assessment of diverse learners and promotes ethics in testing. A minimum of 10 hours of fieldwork is required. (Fall/Spring). Prerequisites: BA/MST Adolescence Ed., MST Childhood Ed. and MST Adolescence Ed. majors only; EDU5130 (Assessment in Education I: Theories and Conceptual Frameworks).
EDU5201 - Advanced Study in Content & Pedagogy: Curriculum Design (2 cr.)
This course examines and compares models of curriculum design, as well as surveying the history of curriculum development. Class sessions focus on the pedagogical knowledge required for the planning and design of curricula that facilitate development of students' enduring understandings. Students also establish curriculum maps in their academic content area in order to study advanced concepts in the discipline and link the concepts with curriculum design. This course fulfills state-mandated requirements for the Dignity for All Students Act (DASA). (Fall).
EDU5202 - Advanced Study in Content & Pedagogy: Assessment Methods (2 cr.)
This course includes topics on assessment "of" and "for" learning. Students study and link content to appropriate assessment methodologies. Review of historical and contemporary practices and trends of assessment. The interrelationship of curriculum, instruction, assessment, and content standards is examined. Effective testing and evaluation linked to course outcomes and grading policies, current controversies and ethical implications of assessment, and the use of assessment data will be discussed. Course includes seminars, interactions with a content mentor to study advanced concepts in the specific content concentration, and connects to appropriate assessment techniques. (Note: This course is a checkpoint for portfolio submission in the Teaching and Learning program.). (Fall). Corequisite: EDU5201. Prerequisite: matriculation into Teaching and Learning MSEd program.
EDU5203 - Advanced Study in Content & Pedagogy: Research in Content-Specific Pedagogy (2 cr.)
Students in this course develop a deeper understanding of current pedagogical methods in their content areas. Content in student's academic discipline is linked to appropriate and current pedagogical techniques. An intense focus is placed on reading, reviewing, critiquing, and reflecting on published literature about pedagogical content methodologies. In addition to class sessions, students will research advanced concepts in their concentration and link them with appropriate pedagogical techniques. (Note: This course is a checkpoint for portfolio submission in the Teaching & Learning program). (Spring). Prerequisites: EDU5201.
EDU5204 - Advanced Study in Content & Pedagogy: Portfolio & Mastery Teaching (6 cr.)
This course is the culminating experience in the Teaching & Learning degree program. Students will teach in a P-12 classroom setting using newly acquired skills in curriculum design, assessment, and pedagogy, linking each to advanced concepts in their academic disciplines. They will also present their final portfolio, illustrating growth in skills, concepts, and knowledge throughout the T&L program. Finally, students will prepare and present a final capstone project that illustrates advanced study in their content area and link that study to pedagogy, curriculum, assessment, and topical issues in education. (Note: this course is the final checkpoint for portfolio submission in the Teaching & Learning program.). (Spring). Prerequisites: EDU5201, EDU5202, EDU5203, and completion of 21 credits in the M.S.Ed. Teaching & Learning program.
EDU5205 - Curriculum and Instruction for Birth - Grade 2: Foundations (4 cr.)
Development of reasoning, creative expression, and perceptual-motor skills, planning, implementing, and evaluating experiences for children ages Birth - 8 years, including those with special needs. This course includes a 10-hour field experience with young children. This course fulfills state-mandated requirements for the Dignity for All Students Act (DASA). (Fall).
EDU521 - Analysis of Teaching (3 cr.)
Identification, description, and analysis of the research based elements and principles of effective teaching. (Spring, Summer & Fall).
EDU522 - Developing Programs for the Gifted and Talented (3 cr.)
An analysis of gifted and talented programs, emphasizing projects on the local and regional levels. Presents techniques in the design, development, implementation and evaluation of programs. (Spring).
EDU5240 - Curriculum Design and Pedagogical Methods II: Grades 1-6 (3 to 4 cr.)
Exploration of elementary school curriculum design and teaching in collaboration with skilled mentors. Emphasis on the development and presentation of an integrated unit of instruction that incorporates learning strategies, technology and learning standards. Use of assessment and reflection to improve student learning. Includes 45 hours minimum of field experience. (Fall/Spring). Corequisite: EDU5180 Prerequisites: EDU5140; MST Childhood Education majors only.
EDU5250 - Curriculum Design and Pedagogical Methods II: Grades 7-12 (3 cr.)
Exploration of secondary school curriculum design and teaching in collaboration with skilled mentors. Emphasis on the development and presentation of an integrated unit of instruction that incorporates learning strategies, technology, content area literacy instruction, and learning standards. Use of assessment and reflection to improve student learning. Includes 45 hour minimum of field experience. (Fall/Spring). Corequisite: EDU5180. Prerequisites: EDU5150; MST Adolescence Education majors only.
EDU5270 - Educational Technology II (2 cr.)
This course focuses on advanced concepts and skills for facilitating P-12 student learning through the use of technology. Technological skills continue to be developed in tandem with pedagogical practices that facilitate critical thinking and problem solving. Community technology resources are also explored. (Fall/Spring). Corequisites: none. Prerequisites: EDU5170 or POI; MST Childhood and MST Adolescence majors or POI.
EDU5280 - Practitioner Research in Education II: Conducting Research (2 cr.)
Students will investigate educational practice by conducting original research under the guidance and supervision of college faculty. An informal report of the progress of the research will be presented as a preparation for sharing meaningful information with a broader audience in the future. (Fall/Spring). Corequisites: none. Prerequisites: EDU475 or EDU5180; MST Childhood and MST Adolescence majors or POI.
EDU538 - Classroom Management of Behavior (3 cr.)
A study of selected interpretations of human behavior for the educator. Primary focus on student behavior and the organization of physical arrangements, grouping practices, and ethical issues. Data collection procedures for the classroom setting are also discussed. (Spring, Summer & Fall).
EDU555 - Thesis/Research Project Seminar (3 cr.)
Direction, assistance, and critical evaluation relating to the design, implementation, and presentation stages of the student research/thesis project. (Summer & Fall). Prerequisites: EDU513.
EDU558 - Ethical Issues in Educational Technology (3 cr.)
This course will cover a variety of legal, social, and ethical issues involved in utilizing technology in schools. Topics to be covered include: the concept of ethics, codes of ethics, ethical standards, child cyber-safety in schools, network security, Acceptable User Policies (AUPs), cyber-safety, and the curriculum, equitable access to technology resources, copyright, intellectual property, and digital plagiarism. The course is appropriate for all professional school personnel, as well as pre-professionals studying for a credential or certification.
EDU572 - Culturally Responsive Teaching (3 cr.)
This course is designed to give students an understanding of cultural diversity and the issues related to it that they may face in their classrooms. Gender, ethnicity, race, sexual orientation, religious differences, geographical culture (rural/urban, etc.) language, and other areas of diversity will be addressed. The candidates will address the challenges and benefits of diversity in education and develop ways to use such diversity to enhance the learning experiences of their students. The students will learn methods, such as the use of translation software (this does not have to be purchased) as a communication tool, for working with language diverse students and their families to build bridges when language is a barrier. As a result of this course, candidates will be able to identify different types of diversity and their relationships to successful student outcomes, understand the effect on learning of stereotyping and ethnocentrism, communicate cross-culturally and develop learning plans to allow successful learning for diverse student groups.
EDU580 - Technology Foundations for Education (3 cr.)
Application and integration of technology into pedagogical practices. Includes extensive hands-on with hardware and software; educational websites and resources; demonstration and proficiency with a variety of multimedia applications; technology-infused lesson development and implementation; and website, animation, and educational video development. (Fall/Winter/Spring/Summer). Prerequisites: matriculation into the BA/MST or stand-alone MST programs.
EDU582 - Maintaining an Effective Learning Environment (3 cr.)
This course introduces pre-service teachers to motivation and classroom management strategies that address all students in an inclusive classroom. Participants will investigate best practices of classroom management, how to establish a positive and motivating classroom climate, and management techniques that help students become responsible for their behavior and choices. The participants will also explore positive teacher-student relationships, analyze effective partnerships between families and schools, establish strategies for minimizing and preventing classroom and behavior management problems, and develop comprehensive and efficient time management plans. (Fall/Spring). Prerequisites: EDU280 or POI.
EDU589 - Social Foundations (2 to 3 cr.)
This course explores the major ways in which the American public school system has both reflected and opposed the greater culture in which it is embedded, with special emphasis on the present and possible future trends affecting the structure and behavior of public schools. The roles of schools in society will be critically examined toward the objective of developing students' critical professional perspectives. Topics include but are not limited to the school's traditional role of social reproducer, the technological change to an "information culture," the effects of high stakes testing, the multiple inside and outside pressures toward reform, the global economy, and environmental and broad cultural changes (e.g. Third Wave immigration, migration patterns, and multicultural and diversity issues). (Fall/Spring). Prerequisites: EDU280 and student's major subject-specific methods course(s).
EDU591 - Differentiated Instruction and Assessment (3 cr.)
Teachers must find ways to create learning environments that support the needs of all students in the increasingly diverse classrooms of our schools. Differentiated instruction allows teachers to develop meaningful learning experiences for students at varying readiness levels and with different learning styles and interests. This course will examine the characteristics of a differentiated classroom and explore ways to create differentiated instructional learning units. Candidates will explore such topics as analyzing the learning needs of their students, planning and developing differentiated lessons that meet multiple learning needs, creating effective assessments for differentiated instructional units and managing a differentiated classroom.
EDU593 - Educational Psychology Applied to Teaching Adolescents (2 cr.)
This course provides in-depth survey of the major theories of motivation, cognition, and human development as they relate to teaching adolescents. It examines how adolescents learn, and how theoretical principles of learning apply to the classroom instruction of adolescents. This course will allow students to develop an understanding of how secondary education is informed and influenced by psychological theory and how these theories play out in the classroom. It will also explore empirical research in education and psychology to better understand what constitiutes best practices. (Fall/Spring). Prerequisites: EDU280; majors in BA/MST program.
EDU599 - Independent Study (1 to 12 cr.)
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean. (Spring, Summer, Winter & Fall).
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Alphabetical Listing of Curriculum Descriptions by Course Subject
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- Sociology = SOC
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