Elementary Education
About the Program
Bachelor of Science Degree 180.0-188.5. credits
Elementary school teachers instruct classes of children in several subjects. Often they work as part of a team with other teachers who are jointly responsible for a group of students in at least one subject.
The BS in Elementary Education uses university-wide resources to prepare fully qualified teachers at the primary education levels. Students in the School of Education participate in one six-month cooperative education (co-op) experience in a professional position related to their area of certification.
Primary teacher certification options include:
Students may acquire certification in more than one subject area.
The program requires that students have a B average (3.0 GPA) in content courses needed for teacher certification in addition to the grade of B or better in each EDUC course throughout their time in the program. These requirements must be satisfied in order for Drexel to recommend the student for teacher certification upon graduation and/or be considered to have completed the program.
A benchmark to assist students in meeting the GPA and B grade requirements is the formal review of each student’s content and pedagogy coursework at the end of the sophomore year. Students who meet these requirements, as well as pass the Pre-Professional Skills Test (PPST Reading, PPST Writing, PPST Mathematics) of the ETS Praxis Exams according to Pennsylvania standards at that time, are officially accepted into Drexel’s Teacher Preparation Program. Students who do not meet the requirements work with their academic advisor to develop a plan of action to work toward meeting the requirements, continue in the program to work toward the BS degree without being recommended for a teaching certificate, or explore another major.
Students participate in classroom observations and limited direct teaching experiences as a component of many of their pedagogy courses beginning in their freshman year. Students have the option of the following teacher certification/concentration tracks within their major which determines their individual program of study:
Elementary Education, Pre-Kindergarten through Grade 4: focused study to work with children in pre-kindergarten, kindergarten, and grades 1-4 across subject areas (ages 3-9). The competencies for this concentration include child development (birth through age 5), language development, early literacy and math foundations for preschool years, early intervention, integrating the arts for the developing child and family and community partnerships.
Elementary Education, Pre-Kindergarten through Grade 4 and Special Education: focused study to work with children in pre-kindergarten, kindergarten, and grades 1-4 across subject areas (ages 3-9) within the competencies listed previously as well as working with students with disabilities in pre-kindergarten, kindergarten and grades 1-8 (ages 3-14). The special education competencies emphasize the Response to Intervention process, working with students at risk for and with/without disabilities, progress monitoring techniques, research-based instructional practices and interventions.
Elementary Education, Middle Level: focused study to work with students in grades 4-6 across subjects and with students in grades 7-8 in two core academic subject(s) the teacher education candidate chooses to pursue:
- Middle School Mathematics & English
- Middle School Science & English
- Middle School Science & Math
In the senior year, students who are officially accepted into the Teacher Preparation Program and maintain the GPA and grade requirements, enroll and complete the 12-week, full-time, student-teaching experience () in their primary area of certification. Students must receive a grade of at least B in (and if applicable) and in all pedagogy (EDUC) coursework, as well as maintain an overall 3.0 GPA to be recommended for teacher certification.
Students who were not officially accepted into the Teacher Preparation Program and/or do not maintain the GPA and grade requirements but who are working towards the BS degree without being recommended for teacher certification take other courses as assigned by the Teacher Education Program Director and/or academic advisor to fulfill needed credits for the degree in lieu of student teaching.
Students pursuing the appropriate majors in the College of Arts and Sciences may also complete the requirements for certification within their area of study. For more information, contact the Program Coordinator for the School of Education at 215-895-6770.
Additional information is available at the School of Education's web site.
Courses
EDUC 101 Foundations in Education I: A Historical and Philosophical Perspective 3.0 Credits
In this course students are introduced to pedagogical and philosophical concepts, theories, methods and procedures in the historical context of education in America. Students develop an understanding of how schools work and of the teaching/learning dynamic through required mentoring activities.
Repeat Status: Not repeatable for credit
EDUC 102 Foundations in Education II: Contemporary Issues 3.0 Credits
In this course students continue their exploration into the pedagogical and philosophical concepts, theories, methods and procedures in the context of contemporary education in America. Students develop an understanding of how schools work and of the teaching/learning dynamic through required mentoring activities.
Repeat Status: Not repeatable for credit
EDUC 105 Freshman Pedagogy Seminar 1.0 Credit
Education majors only. Addresses observation skills focusing on classroom dynamics, i.e., what is teaching/learning, changing roles of teachers, learning styles, study skills, mentoring, journal writing/analysis, and the use of portfolios.
Repeat Status: Can be repeated 3 times for NaN credits
Restrictions: Can enroll if major is EDUC and classification is Freshman.
EDUC 112 Integrative Instruction: Focus on World Geography 3.0 Credits
Through the study of geography, encourages students to find a meaningful framework for understanding the system of human culture as it exists over the surface of Earth. Explores the use of technology in education.
Repeat Status: Not repeatable for credit
Restrictions: Can enroll if major is EDUC.
EDUC 113 Organizational Structure of Secondary Schools 3.0 Credits
Students will explore the organizational structure of high school programs and acquire competence in designing learner-oriented communities of practice in the classroom to foster student achievement and overall well-being.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 123 [Min Grade: D]
EDUC 115 Reasoning about Numbers and Quantity (4-8) 3.0 Credits
Students will investigate number and quantity concepts, state and national teaching standards and appropriate pedagogical approaches to teaching such topics as; quantities, place value, whlel number, fractions and additive reasoning.
Repeat Status: Not repeatable for credit
EDUC 120 Child Development I: Typical Development 3.0 Credits
This course addresses the multifaceted complexities of child development, through discussion of classic and emerging theories. Students will recognize and apply developmental domains of theory and research in the field of child development.
Repeat Status: Not repeatable for credit
EDUC 121 Child Development II: Atypical Development 3.0 Credits
Students will apply knowledge of typical growth and development in childhood to those children whose development is atypical. Key topics include newborn screening, patterns in development and cognitive testing. This course requires additional field experience hours.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 120 [Min Grade: D]
EDUC 123 Adolescent Development 3.0 Credits
This course addresses the complexities of adolescent development, through discussion of theories. It uses research-based, real-world, and cross-cultural examples. It aims to foster the student’s ability to recognize and apply connections among developmental domains, theory, and research with the field of human development. This course requires additional field experience hours.
Repeat Status: Not repeatable for credit
EDUC 142 Special Education Foundations: Referral and Assessment 4.5 Credits
This course is an introduction to special education with specific emphasis placed on; the history of special education, legal and ethical means of assessment, translating data into the MDE and IEP processes and critical legal issues related to special education.
Repeat Status: Not repeatable for credit
EDUC 201 Instructional Issues 3.0 Credits
This course explores and offers in-depth analysis of relevant theories relating to contemporary application of instructional issues, systems and design. The purpose is to provide theoretical, experimental and critical perspectives on instructional issues and design as it is applied in a number of educational venues.
Repeat Status: Not repeatable for credit
EDUC 203 Design of Instructional Materials 3.0 Credits
This course provides an examination of instructional materials and their use in instructional programs for topics of their choosing. Discussion of current media and instructional equipment for effectiveness, specification and purchasing is included.
Repeat Status: Not repeatable for credit
EDUC 205 Sophomore Pedagogy Seminar 1.0 Credit
Education majors only. Builds on the freshman seminar and incorporates service learning as an instructional strategy.
Repeat Status: Can be repeated 3 times for NaN credits
Restrictions: Can enroll if major is EDUC and classification is Pre-Junior or Sophomore .
EDUC 210 Early Language Development 3.0 Credits
Provides preservice teachers an overview of language development in the early years of a child’s life from birth to age five, in the home and school settings. Topics include; phonological awareness, acquisition of phonetic knowledge, semantic understanding and syntactic use. This course requires additional field experience hours.
Repeat Status: Not repeatable for credit
EDUC 216 Diversity and Today's Teacher 3.0 Credits
This course explores major issues related to the increasing diversity of students in elementary and secondary classrooms in the United States. The multifaceted challenges of teaching heterogeneous student populations.
Repeat Status: Not repeatable for credit
EDUC 223 Teaching the Middle School Child 3.0 Credits
This course will explore the middle school environment, developmentally appropriate middle school programs, strategies for supporting students through the transition to middle school, and the impact of peer pressure on the middle school child. The course requires the candidate to apply theories learned in EDUC 123: Adolescent Development to the classroom setting.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 123 [Min Grade: D]
EDUC 236 Early Literacy I 3.0 Credits
This course examines research-validated literacy instruction and literacy interventions. Topics will include phonics, fluency, comprehension, vocabulary, and the reading-writing connection. Emphasis is placed on the scio-cultural aspects of reading. Focus is also placed on literacy instruction across the curriculum.
Repeat Status: Not repeatable for credit
EDUC 240 Proportional Reasoning in Middle School 3.0 Credits
This course provides middle grade teachers with key mathematical ideas of proportional reasoning. Topics explored in this course include: measurement, quantities, relative thinking, unitizing, sharing and comparing, reasoning up and down, and rational number interpretations.
Repeat Status: Not repeatable for credit
EDUC 244 Inclusionary Practices for Exceptional Students 4.5 Credits
This course will introduce how to manage instruction for students with diverse learning and behavioral profiles in the inclusive classroom. I t will address curricular, instructional, environmental adaptations/modifications and the use of technology to address students' needs. Other topics explored include; collaboration, co-teaching and practical/philosophical approaches to inclusion.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 142 [Min Grade: D]
EDUC 246 Literacy and Content Skill Development 4.5 Credits
This course offers a developmental approach for early identification of at-risk individuals and proceeds through literacy stages. Also, research, theory and practical research-supported instructional strategies will be provided for working with students. Literacy skills related to content areas will also be explored.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 142 [Min Grade: D] and EDUC 244 [Min Grade: D]
EDUC 256 Teaching Writing Grades 4-8 3.0 Credits
This course prepares the candidate to teach and assess writing effectively in grades 4-8. Formative and summative assessments in multi-genre writing will be learned and applied, including the use of Writing Folders and Portfolios.
Repeat Status: Not repeatable for credit
EDUC 257 Content Area Reading (Grades 4-8) 3.0 Credits
This course prepares the pre-service teacher to teach and assess adolescents who are learning to read across multiple subject areas in grades 4-8. Students will explore textbooks, trade books, electronic texts and internet resources. Additional field experience hours are required for this course.
Repeat Status: Not repeatable for credit
EDUC 258 Reading in the Content Areas 3.0 Credits
This introductory course is designed to help all (7-12) teacher candidates improve their students’ reading, writing, research and discussion skills in school and for lifetime learning. The course will focus on important formats and strategies for learning to read and write well and to learn in any subject.
Repeat Status: Not repeatable for credit
EDUC 265 Instructing English Language Learners 3.0 Credits
This course explores principles and theory of second language and literacy acquisition, billingualism, academic language competence and linguistics, and instructional approaches based on these principles. This course requires additional field experience hours.
Repeat Status: Not repeatable for credit
EDUC 284 Teaching Life Science in the Middle School 3.0 Credits
Course designed to provide the developing middle grades teacher with skills to introduce life science content topics to middle school children, assess children’s content knowledge, and develop a variety of hands-on strategies, effective pedagogy, and activities, mini-labs, and conceptual problems that can be implemented in middle grade classrooms.
Repeat Status: Not repeatable for credit
Prerequisites: (BIO 161 [Min Grade: D] and BIO 162 [Min Grade: D]) or (BIO 102 [Min Grade: D] and BIO 104 [Min Grade: D])
EDUC 285 Teaching Physical Science in the Middle School 3.0 Credits
This course provides the developing candidate with an introduction to how content topics inclduing physical and chemical changes and properties of matter, motion and forces, sound, light, electricity, and magnetism are taught and assessed in the middle school. Candidates learn how to implement activities such as mini-labs and conceptual problems in the middle school setting.
Repeat Status: Not repeatable for credit
EDUC 286 Teaching Earth & Space Science for Middle School 3.0 Credits
This course is designed to provide an introduction to how content topics of earth, plate tectonics, earthquakes, earth’s atmosphere/weather and climate are taught and assessed in the middle school. Students will learn how to design age appropriate activities for the middle school setting.
Repeat Status: Not repeatable for credit
EDUC 292 Science Methods for Middle School 3.0 Credits
This course examines planning science instruction to include inquiry and integrated concepts, developing authentic assessments, involving a variety of tools, creating and maintaining a safe laboratory and a learning environment that meets the needs of diverse learners in science education. This course requires additional field experience hours.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 284 [Min Grade: D] and EDUC 285 [Min Grade: D] and EDUC 286 [Min Grade: D]
EDUC 301 Introduction to Personalized Systems of Instruction 3.0 Credits
The student should be coaching or tutoring while taking this course. Covers the theory and practice of the Personalized System of Instruction and the Heuristic Diagnostic Learning approach. Includes emphasis on empowering students in teaching and learning by studying coaching strategies, instructional strategies, learning styles, student-coach interactions, current research, and applying PSI. Requires three hours per week of service comprised of one-to-one academic coaching. Students keep a weekly log of their coaching activities and a reflective journal about the academic coaching experience.
Repeat Status: Not repeatable for credit
EDUC 302 Advanced Seminar In Personalized Systems of Instruction 3.0 Credits
An advanced seminar for students with coaching experience. Covers content knowledge, pedagogical knowledge, and curricular knowledge issues; management of students and problems encountered in coaching; instructional planning design; and issues such as individual differences in learning and motivation. Students maintain a weekly journal of their teaching experience and engage in a critical analysis of their teaching/coaching experiences.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 301 [Min Grade: B]
EDUC 305 Junior Pedagogy Seminar 1.0 Credit
Education majors only. Continues further exploration of relationships among service learning, content knowledge, pedagogy knowledge, learner characteristics utilizing generic influences, special needs students, and motivation techniques.
Repeat Status: Can be repeated 2 times for NaN credits
Restrictions: Can enroll if major is EDUC and classification is Junior.
EDUC 306 Assessment of Young Children I 3.0 Credits
Students will gain an understanding of the role of the assessment process in early education. Students will explore evaluation procedures and classroom-based data collection strategies for young children in inclusive education settings. Course covers 3 major functions of assessment: program planning, program monitoring and program evaluation.
Repeat Status: Not repeatable for credit
EDUC 307 Assessment of Young Children II 4.0 Credits
This course will provide candidates with an in-depth view of formal and informal evaluation procedures for young children and their families. Such procedures will be explored in the context of the function of assessment; screening, diagnosis/eligibility, program planning, and program evaluation.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 306 [Min Grade: D]
EDUC 310 Computer Applications in Teaching 3.0 Credits
Studies the unique characteristics of the microcomputer as an instructional tool in elementary and secondary school instruction. Provides students with an understanding of the instructional versatility and limitations of microcomputing through hands-on experience with applications in their subject-matter fields. Addresses issues concerning techniques for integrating computing into instruction.
Repeat Status: Not repeatable for credit
EDUC 311 Computer Applications in Curriculum Development 3.0 Credits
This course presents major instructional design concepts that students will use in developing their own curricular materials. It describes various kinds of teacher-developed instructional tools in relation to appropriate instructional task or learning environment.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 310 [Min Grade: B]
EDUC 314 Science Teaching Methods 3.0 Credits
This course bridges theory and practice, providing hands-on experience in the application of constructivist learning theory to designing and delivering effective classroom experiences in the area of science.
Repeat Status: Not repeatable for credit
EDUC 315 Secondary Science Teaching Methods 3.0 Credits
Methods for teaching middle and secondary school science are explored including strategies and technologies to support student learning as defined by the state and national science standards. Inquiry-based model of learning and assessment emphasized. Theory and practice bridged to provide hands-on experiences in application of constructivist learning theory and effective classroom experiences.
Repeat Status: Not repeatable for credit
EDUC 317 Math Methods and Content: Early Childhood 3.0 Credits
Students will know and effectively deliver standards-based academic math content, based on age appropriate understanding, and individual and groups needs including a respect for the unique needs of all types of learners. This course requires additional field experience hours.
Repeat Status: Not repeatable for credit
EDUC 318 Math Methods & Content 3.0 Credits
Course emphasizes diagnostic instruction in mathematics by allowing students to complete problems that their students will be expected to work, noting the error and correction process, as well as gaining an awareness of student difficulties in mathematics.
Repeat Status: Not repeatable for credit
EDUC 319 Teaching Secondary Mathematics 3.0 Credits
This course emphasizes the major issues in learning and teaching mathematics in the secondary school. Topics will include instructional practices, learning theories, philosophies of assessment, and curriculum in the secondary school. Throughout the course, emphasis will be placed on the appropriate use of technology.
Repeat Status: Not repeatable for credit
EDUC 320 [WI] Professional Studies in Instruction 6.0 Credits
This course offers field placement with practitioners in classroom environments appropriate to the student's certification area to provide instruction and experience in methodology, classroom management, and the opportunity to apply results of current research on effective teaching. This is a writing intensive course.
Repeat Status: Not repeatable for credit
Restrictions: Cannot enroll if classification is Freshman
EDUC 321 Non-Field Experience Professional Studies in Instruction 3.0 Credits
Study of learning and developmental theories, developmental reading and reading in the content areas, student motivation, and the interrelationships among diverse populations within the school setting, and identification of instructional resources.
Repeat Status: Not repeatable for credit
EDUC 322 Evaluation of Instruction 3.0 Credits
Permits students to acquire competence in new evaluation techniques, including portfolios, journals, performance assessments, individual and collaborative projects, and presentations. Covers qualitative and quantitative assessment used in measuring student achievement. Teaches techniques for grading and reporting pupils' classroom performance in cognitive, affective, and (where appropriate) motor tasks. The course is directed toward instruction in elementary and high school settings.
Repeat Status: Not repeatable for credit
Restrictions: Cannot enroll if classification is Freshman
EDUC 323 [WI] Diagnostic Teaching 4.0 Credits
Requires students to integrate and apply theories of learning, curriculum, and pedagogy to instruction and heuristic diagnostic teaching. Focuses on the individual learner. Covers processes involved in learning mathematics and science in particular, and studies their applications in relation to individual differences among learners. Emphasizes developing strategies that prevent learning problems. This is a writing intensive course.
Repeat Status: Not repeatable for credit
Restrictions: Cannot enroll if classification is Freshman
Prerequisites: EDUC 320 [Min Grade: B]
EDUC 324 Current Research in Curriculum & Instruction 3.0 Credits
Examines the theories and assumptions underlying various approaches to instruction for elementary and high school teaching. Included are areas such as a) knowledge acquisition and critical reasoning in mathematics and science, b) teaching general and specific skills as related to content material, c) study skills and abilities to learn, and d) the roles of memory and metacognition in learning. Explores these processes of human cognition and learning with particular attention to how conditions that foster them might be built into materials, pedagogy, and learning environments.
Repeat Status: Not repeatable for credit
EDUC 325 Multimedia in Instructional Design 3.0 Credits
Imparts skills in selecting, using, and evaluating a range of instructional media, including interactive multimedia formats, in relation to educational goals and learner characteristics. Emphasizes presentation skills when using a variety of media to deliver instruction. Students design and write a software prototype as a group design project.
Repeat Status: Not repeatable for credit
Restrictions: Cannot enroll if classification is Freshman
Prerequisites: EDUC 310 [Min Grade: B]
EDUC 326 [WI] Language Arts Processes 3.0 Credits
Studies the nature of language, including phonetic, semantic, and syntactic aspects of language development, and theories of language development. Applies contemporary research to processes and problems in teaching oral and written communication. Assumes that listening, speaking, writing, and reading in the content area are integrated processes and should be taught as such. This is a writing intensive course.
Repeat Status: Not repeatable for credit
Restrictions: Cannot enroll if classification is Freshman
EDUC 327 Learning Disabilities 3.0 Credits
Course will address issues such as definition of learning disability, various types of learning disabilities and the general approaches to the assessment and treatment of learning disabilities.
Repeat Status: Not repeatable for credit
EDUC 328 Language Arts Processes 4-8 3.0 Credits
This course develops knowledge and competencies for teaching adolescent literacy in grades 4-8. Students will use supportive contexts, diverse texts, ongoing assessments, and technology to engage learners in developing self-directed, life-long literacy skills across all disciplines.
Repeat Status: Not repeatable for credit
EDUC 335 Engaging the Learner 3.0 Credits
This course provides multiple approaches to the critical linked processes of assessment, curriculum development, and inclusive instruction of all young children. Topics of study include: planning and preparation, using appropriate materials, scope and sequence and strategies for student-centered assessments.
Repeat Status: Not repeatable for credit
EDUC 336 Early Literacy II 3.0 Credits
This course focuses on teaching strategies that are effective in developing students’ writing abilities within a literacy rich environment. The interrelationship between reading and writing will be emphasized. Additional field experience hours are required for this course.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 236 [Min Grade: D]
EDUC 337 Learning Disabilities II 3.0 Credits
The focus of this course is to teach teachers how to manage instruction for students with special needs in the inclusive classroom. Inclusion of students with special needs is now the norm. The course will address curricular and instructional modifications and the use of technology in addressing learning needs. Legal issues pertaining to special education law will be a critical component.
Repeat Status: Not repeatable for credit
EDUC 338 Expressive Arts for PK-4 3.0 Credits
The focus of this course is to teach educators to develop and incorporate relevant curriculum for the expressive arts (dance, music, theatre and visual arts) into the PK-4 classroom(s). Students will explore instructional strategies, modern technologies, stages of artistic development and multicultural art forms.
Repeat Status: Not repeatable for credit
EDUC 347 Special Education Processes 4.5 Credits
This course focuses on the special education processes, including: screening, assessment, IEP development/monitoring and evaluation. the course will also focus on strategies for problem-solving, communication, collaboration and student monitoring techniques within the special education process.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 142 [Min Grade: D] and EDUC 244 [Min Grade: D]
EDUC 348 Emotional & Behavioral Support 4.5 Credits
This course focuses on both low and high-incidence emotional and behavioral problems encountered in general and special education environments. Specific emphasis will be on understanding of characteristics and interventions that work with the most challenging students.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 142 [Min Grade: D] and EDUC 244 [Min Grade: D]
EDUC 349 High Incident Disabilities 4.5 Credits
This course focuses on high-incidence disabilities, specifically learning disabilities and language disorders encountered in general and special education environments. Additional emphasis is placed on an understanding of characteristics and interventions that support these types of students.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 142 [Min Grade: D] and EDUC 244 [Min Grade: D]
EDUC 350 Low Incident Disabilities 4.5 Credits
The focus of this course is on curriculum development approaches, instructional strategies, and accommodations for students with low incident and moderate/sever disabilities such as; low vision and blindness, hearing impairments and deafness, deaf-blindness, severe health and physical disabilities, and traumatic brain injuries.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 142 [Min Grade: D] and EDUC 244 [Min Grade: D]
EDUC 351 Pervasive Developmental Disorders 4.5 Credits
The focus of this course will be pervasive developmental disorders (PDD), specifically; understanding of characteristics, instructional strategies and effective interventions. The course will also emphasize behavior reduction strategies that are consistent with a positive behavioral support approach for students with PDD.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 142 [Min Grade: D] and EDUC 244 [Min Grade: D]
EDUC 352 Integrating Technology for Learning & Achievement 4.5 Credits
This course is designed to teach educators how to integrate technology into instruction in general education and special education classes, specifically to support reading, writing and mathematics achievement. It also focuses on the use of technology for universal design for learning and using assistive technology with students with disabilities.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 142 [Min Grade: D] and EDUC 244 [Min Grade: D]
EDUC 353 Special Education: Methods & Practices 4.5 Credits
This course will focus on effective instructional strategies to meet the learning needs of students with disabilities. Specific emphasis will be places upon; lesson planning, unit planning, grouping strategies and collaboration with other teachers and staff in all delivery settings.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 142 [Min Grade: D] and EDUC 244 [Min Grade: D]
EDUC 355 Social Studies Teaching Methods 3.0 Credits
This course focuses on the effective, responsbile and ethical teaching of social studies in the elementary classroom. Topics include; perspectives of social studies, curriculum standards, unit development, assessment design, integrated curriculum and technology, and teacher decision-making.
Repeat Status: Not repeatable for credit
EDUC 356 Secondary Social Studies Methods 3.0 Credits
Students will be able to identify content and appropriate pedagogy strategies for the various National Council for the Social Studies disciplinary standards for history, geography, civics, economics and psychology. Major curriculum movements and teaching diverse learners are also explored. Classroom-based experiences are required.
Repeat Status: Not repeatable for credit
EDUC 405 Senior Pedagogy Seminar 1.0 Credit
Education majors only. Focuses on the teacher as a researcher. Presents descriptions of collaborations between university faculty and faculty from K-12 schools and discusses student involvement in learning and pedagogy issues.
Repeat Status: Can be repeated 2 times for NaN credits
Restrictions: Can enroll if major is EDUC and classification is Senior.
EDUC 410 Student Teaching 9.0 Credits
A 12-week field experience that approximates full time classroom teaching and related activities; it is designed to allow the candidate to demonstrate competencies necessary for certification.
Repeat Status: Not repeatable for credit
Restrictions: Cannot enroll if classification is Freshman
Prerequisites: EDUC 323 [Min Grade: B]
EDUC 411 Family and Community Partnerships 3.0 Credits
This course focuses on the process of family assessment and intervention, issues of family and professional collaboration and diversity, and methods of promoting adult communication and management strategies. It applies knowledge of socio-cultural and political contexts as they relate to the family, culture and society.
Repeat Status: Not repeatable for credit
EDUC 412 [WI] Student Teaching 12.0 Credits
A 12-week field experience that approximates full-time classroom teaching and related activities; it is designed to allow the candidate to demonstrate competencies necessary for certification. This is a writing intensive course.
Repeat Status: Not repeatable for credit
Restrictions: Can enroll if major is EDUC and classification is Senior.
Prerequisites: EDUC 323 [Min Grade: B]
EDUC 414 Special Education: Field Placement Seminar 9.0 Credits
This course is designed to develop special education teaching knowledge, skills and abilities through field placement, supervision and reflective practice. Activities include; journaling, best practice workshops and reflecting on relevant case studies.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 142 [Min Grade: D] and EDUC 244 [Min Grade: D] and EDUC 346 [Min Grade: D] and EDUC 347 [Min Grade: D] and EDUC 348 [Min Grade: D] and EDUC 349 [Min Grade: D] and EDUC 350 [Min Grade: D] and EDUC 351 [Min Grade: D] and EDUC 352 [Min Grade: D] and EDUC 353 [Min Grade: D]
EDUC 416 Introduction to Math Teaching Methods (4-8) 3.0 Credits
This course provides an introduction to learning and teaching mathematics to students in grades 4-8. Emphasis will be on fundamental ideas of number, operation and measurement. This course requires additional field experience.
Repeat Status: Not repeatable for credit
EDUC 417 Advanced Math Teaching Methods (4-8) 3.0 Credits
In this course, students will view mathematics from the perspective of a teacher; how to represent topics to learners in meaningful ways, analyze a learner’s reactions to mathematics instruction, and how to select activities that allow the learners to construct meaning, rather than memorize rules and procedures. This course requires additional field-based hours.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 416 [Min Grade: D]
EDUC 428 Cultural and Historical Significance of Mathematics 3.0 Credits
This course provides mathematics content and pedagogy for the teacher preparation program. Course is part of a state approved certification program.
Repeat Status: Not repeatable for credit
EDUC 432 Algebraic Reasoning 3.0 Credits
This course provides middle school teachers with mathematical ideas of algebraic reasoning. Topics include understanding of multiplicative reasoning, integer addition and rational multiplication as algebraic operations, identity and inverse properties. Emphasis will be placed on the processes of thinking, doing, explaining writing and revising.
Repeat Status: Not repeatable for credit
EDUC 433 Functions in Middle School Math 3.0 Credits
This course is structured to introduce specific content knowledge using a variety of activities and conceptual problems that can be implemented in the middle school classroom. Emphasis will be placed on the process of thinking, doing, explaining, writing and revising mathematics.
Repeat Status: Not repeatable for credit
EDUC 436 Distance Learning 3.0 Credits
This course is intended to address issues surrounding distance learning and pedagogy, and help teachers become more intelligent creators of, more informed participants in, and all-around better users of distance education tools.
Repeat Status: Not repeatable for credit
EDUC 475 Special Studies in Teacher Education 12.0 Credits
Covers various topics of particular interest to teacher education students.
Repeat Status: Can be repeated multiple times for credit
Restrictions: Cannot enroll if classification is Freshman
EDUC 499 Independent Study in Teacher Education 0.5-12.0 Credits
Covers various topics of particular interest to teacher education students, explored individually under guidance from instructional team member.
Repeat Status: Can be repeated multiple times for credit
Restrictions: Cannot enroll if classification is Freshman
