Education

EDUC 105. Introduction to Early Childhood Education
This course is an overview of the issues related to the education of young children as well as an introduction to the profession of early childhood education. It covers developmentally appropriate curriculum practices and philosophical perspectives of several early childhood curricular models. Theories of development are studied along with an introduction to the Early Learning Content Standards. Other major topics include: learning activities, creating safe and healthy environments, observational techniques, the importance of play, and management techniques used with young children. Students are required to observe and report on different types of programs in the community, including at least one toddler setting. This is a required course for Early Childhood Majors. F.

EDUC 110. The Role of the School
Analysis of a variety of educational issues from a philosophical, sociological, historical, and comparative perspective. Includes a focus on curriculum, equity, school organization, school law, federal/state/local government, history of PreK-12 education, changing student population, religion, and multiculturalism. The required field experience includes 20 hours working with a community-based education program. This course has a service-learning component that is met through the required field experience. Transfer students should talk with the Education Department Chair to determine if they need to complete this field experience before applying to the Teacher Education Program. F, S. (Group I)

EDUC 115. Teaching for Equity and Social Justice
Exploration of equitable and inequitable educational practices. Using social justice education as the theoretical framework, students will investigate the ways in which racism, sexism, classism, heterosexism, ageism, and other forms of discrimination permeate educational policy and practice. By understanding systems of power, privilege, and oppression, all students, especially teacher education students, will be prepared to consider what individuals, schools, and communities can do to ensure that all learners have equitable educational opportunities. (Group I, Diversity)

EDUC 251. Psychological Foundations of Education
Examination of current research in educational psychology. Topics include: theories of learning, human development, intelligence, motivation, instructional strategies, assessment, multicultural education, and inclusion issues. The required field experience includes 30 hours of weekly tutoring visits to area schools and supports service-learning practices. Transfer students should talk with the Education Department Chair to determine if they need to complete this field experience before applying to the Teacher Education Program. Prerequisites: C- or above in EDUC 110 or permission of instructor. Sophomores or above only. F, S. (Group I)

EDUC 252. Teaching Reading with Children’s Literature in Grades PreK-8
Consideration of the techniques of evaluation, methods of presenting and exploring literature with children in the balanced reading program. Curriculum practices such as literature circles, response journals, individualized reading, interactive read-alouds and thematic units are explored. The integration of skills instruction and requirements of the Common Core State Standards with these practices also are addressed. Prerequisites: EDUC 251 or permission of instructor. F. 

EDUC 253. Phonics and the Teaching of Reading
The teaching of phonics within the contexts of reading, writing, and spelling. The nature and role of word recognition in the teaching of reading, methods for developing phonemic awareness as part of an integrated reading program, and the relationships between linguistics and phonics is stressed. The effect of disabilities, particularly dyslexia, on decoding, spelling, and word recognition also is explored. S.

EDUC 259. (See THEA 259 for information)
Prerequisite: EDUC 322 or taken concurrently.

EDUC 301. (See ART 301 for information)
Prerequisite: EDUC 322 or taken concurrently.

EDUC 300.3. Pedagogy of Teaching Algebra
Exploration of contemporary issues in the teaching of algebra. Topics to be discussed are as follows: the National Council of Teachers of Mathematics (NCTM) Curriculum Focal Points; the development of students’ algebraic thinking; and the appropriate use of algebra manipulatives, tools and technology. Prerequisites: EDUC 251 and admission to the teacher education program or consent of the instructor. Summer only.

EDUC 321. Literacy Instruction in the Preschool and Elementary Years, Grades PreK-5
An exploration of the theory and research concerning the teaching of reading and writing to young children, ages 3-11. The development of literacy, appropriate teaching strategies, techniques of evaluation, and application of teaching strategies to the content areas are covered. Attention is also given to the integration of reading with the other language arts, particularly writing, as well as curricular modifications for children with disabilities and cultural or linguistic differences. The Common Core State Standards for literacy also are addressed. S. Prerequisite: EDUC 322 and admission to the teacher education program. EDUC 329: Early Childhood Field Experience to be taken concurrently.

EDUC 322. Integrated Methods for Early Childhood Teachers: I
This course focuses on math, science, and social studies teaching methods, and the integration of concepts in meaningful, real-life ways. Teachers will learn research-based strategies for expanding student understanding, developing students’ problem-solving skills, and encouraging engagement and curiosity. Specific topics include (but are not limited to) operations, geometry, and patterns & algebra (math); motion, water, and the care and growth of living things (science); and ethics, communities, and change (social studies). Teachers will learn the importance of differentiating for students’ diverse backgrounds, needs, strengths, and interests. We will also discuss authentic assessment strategies and the impact of subsequent data on instruction. In addition, teachers will explore productive use of manipulatives, models, and technology in the teaching of mathematics, science, and social studies. F. Prerequisite: EDUC 251 and admission to the teacher education program. EDUC 329 taken concurrently.

EDUC 323. Integrated Methods for Early Childhood Teachers: II
Continuation of EDUC 322. S. Prerequisite: C- or above in EDUC 322.

EDUC 329. Field Practicum: Early Childhood (0.5 unit)
One course spread over two semesters and taken concurrently with appropriate methods courses (EDUC 322 and EDUC 321). Required of all early childhood majors in the junior year. Students participate in a series of planned, supervised field experiences. Emphasis is on the integration of theory and practice. Prerequisite: EDUC 251 and admission to the teacher education program. F, S.

EDUC 330. Teaching Content Area Subjects for Grades Four and Five
This course will emphasize the connections between mathematics, science and social studies appropriate for a self-contained elementary classroom (grade 4) as well as for a disciplinary-specific classroom (grade 5). This course is taken concurrently with a field practicum. Topics to be addressed: effective teaching strategies for each content area, interdisciplinary instruction, differentiated instruction, assessment as a guide to instruction, technology as an instructional tool, and reflection as a means of professional growth. Prerequisite: EDUC 323 and admission to the teacher education program.

EDUC 339. Field Practicum: Grades 4-5 (0.5 unit)
Students participate in a series of planned, supervised field experiences in a grades 4-5 classroom, do focused observations, plan and teach lessons, and make informed decisions about the use of varied instructional strategies. Prerequisite: EDUC 251, EDUC 323, and admission to the teacher education program.

EDUC 341. Middle School Principles and Practices
An overview of the historical, social, and cultural influences in the development of the middle school concept. Students examine alternative patterns of school organization appropriate for young adolescents. Multiple instructional approaches are emphasized with a strong focus on student-centered teaching. Topics include: significant work with interdisciplinary teams, advisory programs, integrative curriculum, and authentic formative and summative assessments. Prerequisite: EDUC 251 and admission to the teacher education program.

EDUC 345. Middle School Methods: Math (0.5 unit)
Exploration of the strategies for teaching the important mathematical strands with an emphasis on an inquiry-based, constructivist approach. Other issues addressed include the use of appropriate technologies, appropriate use of manipulative and visual models, appropriate instructional materials and resources, and formative and summative assessment strategies. Prerequisite: EDUC 251 and admission to the teacher education program. F. EDUC 349 taken concurrently.

EDUC 346. Middle School Methods: Reading & Language Arts (0.5 unit)
This course focuses on how teachers can help middle school students learn and develop in their use of language, in their skills of inquiry, and in their ability to comprehend, interpret, and express ideas using a wide range of texts including print and non-print media. Special topics include literature instruction, language acquisition and structure; dialects, usage, and issues of communication; composition; and multiple ways of assessment. Prerequisite: EDUC 251 and admission to the teacher education program. F. EDUC 349 taken concurrently.

EDUC 347. Middle School Methods: Science (0.5 unit)
This course explores strategies for teaching science with an emphasis on an inquiry-based, constructivist approach. Other issues addressed include: safety issues, legal obligations, management strategies inherent in the activity-based teaching of science, the use of technology and instructional strategies, the assessment of science learning. Prerequisite: EDUC 251 and admission to the teacher education program. F. EDUC 349 taken concurrently.

EDUC 348. Middle School Methods: Social Studies (0.5 unit)
Examination of ways to integrate knowledge and methodology from the social sciences into the middle school curriculum. Using various print and non-print resources, students will develop strategies to engage middle school students in social studies content, keeping in mind the diverse needs of middle school students. Prerequisite: EDUC 251 and admission to the teacher education program. F. EDUC 349 taken concurrently.

EDUC 349. Field Practicum: Middle School (0.5 unit)
Field-based exploration of teaching and learning in a middle school classroom. Students participate in a planned, supervised field experience in each of their area of concentrations for which they plan and teach lessons. Includes a weekly seminar. Prerequisite: EDUC 251 and admission to the teacher education program. F.

EDUC 352. Corrective Reading
This course provides a theoretical, research, and experimental base for instructional decision making for working with students diagnosed with reading challenges. Using a theoretical framework candidates will use various assessment tools and strategies to discern student strengths and weaknesses as readers, then use this information to develop appropriate reading programs to meet their specific needs. Attention is also given to working with English Language Learners and students with dyslexia. A field experience provides the opportunity to practice these teaching skills with children. Prerequisite: EDUC 251 and admission to the teacher education program. F.

EDUC 353. Developmental Reading: Content Literacy and Young Adult Literature
This course focuses on methods to identify and support adolescents who demonstrate difficulty with reading (grades 4-9) and (grades 7-12). Topics include the processes of reading and writing, knowledge of literature for young adults, current trends in developmental reading, and instructional strategies to improve reading, comprehension, vocabulary, critical and creative thinking, and study skills. This course is required for AYA English/Language Arts and Middle Childhood candidates. Prerequisite: EDUC 251 and admission to the teacher education program. F.

EDUC 354. Multicultural Education
The role of the school and the teacher in serving the needs of a culturally pluralistic society. The course focuses on issues, approaches, and instructional strategies for fostering understanding and respect among all individuals as well as for working specifically in culturally diverse educational settings.

EDUC 363. Teaching Music: Elementary (0.5 unit)
See MUS 363 for information. Prerequisite: EDUC 251 and admission to the teacher education program.

EDUC 365. Secondary Methods: Math (0.5 unit)
Exploration of the strategies for teaching the important mathematical strands with an emphasis on an inquiry-based, constructivist approach. Other issues addressed include the use of appropriate technologies, appropriate use of manipulative and visual models, appropriate instructional materials and resources, and formative and summative assessment strategies. Prerequisite: EDUC 370 and admission to the teacher education program. EDUC 369 to be taken concurrently. F.

EDUC 366. Secondary Methods: English & Language Arts (0.5 unit)
This course focuses on how adolescents learn and develop in their use of language and in their ability to comprehend and express ideas using a wide range of texts including print and non-print media. Special topics include teaching literature, language structure and variation, and composition. Attention is given to issues of communication and multiple ways of assessment. Prerequisite: EDUC 370 and admission to the teacher education program. EDUC 369 to be taken concurrently. F.

EDUC 367. Secondary Methods: Science (0.5 unit)
This course explores strategies for teaching science with an emphasis on an inquiry-based constructivist approach. Other issues addressed include: safety issues, legal obligations, management strategies inherent in the activity-based teaching of science, the use of technology and instructional strategies, the assessment of science learning. Prerequisite: EDUC 370 and admission to the teacher education program. EDUC 369 to be taken concurrently. F.

EDUC 368. Secondary Methods: Social Studies (0.5 unit)
Examination of ways to integrate knowledge and methodology from the social sciences into the secondary school curriculum. Using diverse print and non-print resources, students will develop various strategies to engage secondary students in social studies content, keeping in mind the diverse needs of secondary school students. Prerequisite: EDUC 370 and admission to the teacher education program. EDUC 369 to be taken concurrently. F.

EDUC 369. Field Practicum: Secondary (0.5 unit)
This practicum is taken concurrently with the secondary methods course. Students participate in a series of field experiences in an assigned secondary classroom; do focused observations; plan and teach supervised lessons with a focus on curricular and instructional approaches; and consider issues of professionalism. Prerequisite: EDUC 370 and admission to the teacher education program. F.

EDUC 370. Secondary Teaching: Knowledge and Practice
An introduction of the content, skills, and issues that are essential for the teacher of adolescents and young adults. Coursework, demonstration lessons, and peer teaching for all content areas other than music. Prerequisite: EDUC 251 and admission to the teacher education program. Juniors and seniors only or consent of the instructor. S.

EDUC 377. Teaching Workshop: Supporting and Extending the Learning (0.5 unit)
A workshop course for the 7-12 and PreK-12 licensure programs. Course content focuses on applied instructional technology, reading and writing in the content areas, and data-driven decision making. The causes and appropriate instructional strategies for students with dyslexia also are explored. Prerequisite: Admission to the teacher education program. F.

EDUC 378. Foreign Language in the School
Consideration of the relationship of first-language acquisition and second-language learning and of the multiple strategies appropriate for different age groups as they develop language skills in listening, speaking, reading, and writing. Topics include the relationship of second-language skills in listening, speaking, reading, and writing the relationship of second-language learning to the PreK-12 curriculum, the use of prepared and authentic material at each level, the role of technology in language learning, and the importance of cultural awareness as a component of language instruction. Prerequisite: EDUC 370 and admission to the teacher education program. Online course.

EDUC 461, EDUC 462, EDUC 463. Student Teaching: Early Childhood
Students will participate in carefully sequenced, planned experiences in a minimum of two early childhood settings (preschool, kindergarten, elementary grades 1-3), culminating in full-day classroom responsibility for an extended period of time in each placement. The University reserves the right to remove a student teacher temporarily or permanently if conditions justify. Prerequisite: Admission to the teacher education program.

EDUC 464. Teaching as a Professional Community Builder: Early Childhood Student Teaching Seminar (0.5 unit)
Seminar that accompanies the student teaching experience. Students are asked to reflect on their practices, and continually evaluate the effects of their actions on children, parents, and other professionals. Family and community issues that affect young children are also explored. Emphasis is on collaboration and continued professional growth. This course has a service-learning component. Prerequisite: Admission to the teacher education program.

EDUC 471, EDUC 472, EDUC 473. Student Teaching: Secondary and PreK-12
Students in secondary and PreK-12 special subject area licensure preparation programs participate in a planned experience culminating in full-day teaching in school settings appropriate to their specific program. Reflection on their increased proficiency as beginning teachers is stressed as they apply their knowledge of content, learners, and pedagogy. The University reserves the right to remove a student teacher temporarily or permanently if conditions justify. Grading is described in the Student Teaching Handbook. Prerequisite: Admission to the teacher education program.

EDUC 474. Being and Becoming a Professional: Secondary and PreK-12 Student Teaching Seminar (0.5 unit)
This seminar accompanies the student teaching experience. Major topics build from a framework of domains for teaching, including planning and preparation, establishing a learning environment, multiple instructional approaches, professional decision making and problem solving, and growing as a professional. Prerequisite: Admission to the teacher education program.

EDUC 481, EDUC 482, EDUC 483. Student Teaching: Middle School
Students participate in a planned clinical experience culminating in full-day teaching in a middle school setting for 15 weeks under the guidance of a practicing teacher and university supervisor. Self-evaluation of one’s development as a teacher is stressed. The University reserves the right to remove a student teacher temporarily or permanently if conditions justify. Middle School Student Teaching is graded as described in the Student Teaching Handbook. Prerequisite: Admission to the teacher education program.

EDUC 484. Becoming a Member of a Teaching Team: Middle School Student Teaching Seminar (0.5 unit)
Seminar accompanies middle school student teaching. Topics include the integration of content, working with a teaching team, professional problem-solving, and teacher as an adult advocate. Prerequisite: Admission to the teacher education program.

EDUC 490. Independent Study

EDUC 491. Directed Readings