EDU 1004 Foundations of Education
This course provides an introduction to the social, cultural, and philosophical foundations of education in the United States. It explores education as a discipline that asks and answers questions, such as the following: What is knowledge? How is knowledge known? How has knowledge been defined in educational settings in the United States? How have ideas from social theory, philosophy, sociology, cultural studies, and psychology influenced the discipline of education? What theories and philosophies about human learning and human identity have emerged from the discipline of education? This course will also explore the questions and debates about schools in contemporary US society. Requires field hours in a school setting.
EDU 2014 Schooling in U.S. Culture: History, Philosophies, and Diversity
Historically situates current American schools while examining disparate philosophic ideas that have informed schooling practices in the past and now. Issues related to the institution of schooling in a complex and culturally diverse society form an integral part of the course: a major part of the course requires students to view schools through the lenses of dominated populations. Field Work required, Prerequisite: FYS-1004 and 1104.IV; V
EDU 2024 Children’s Literature
Students will become familiar with literature appropriate for children from preschool through middle school. They will study authors and illustrators of high quality literature and their works, various literary genres, and strategies for introducing literature to children and for integrating it into the curriculum. Students will complete individual or group projects related to literary strategies. Prerequisite: PSY 1004, EDU 1004, or permission of instructor. IV
EDU 2084 Literature for Young Adults
For many young people, the love of reading tends to dissipate after the elementary years. By exploring the rather explosive genre of adolescent literature and its body of research and scholarship, students can discover new pleasures in reading, and along the way, insights into life’s most perplexing issues for young people. Students will read numerous novels written for a young adult audience, and they will respond to them in writing and through discussion. Common themes of these novels include alienation, AIDS, homophobia, racism, dysfunctional families, sexual abuse, body image, teenage pregnancy, violence, and suicide. In addition, topics such as censorship, bibliotherapy, and reader response theory will be explored. IV
EDU 2094 Standards Based Instruction
There are four strands to this course: standards and the standards-driven reform movements, assessment, educational technology, and differentiated instruction for diverse learners. Students will become familiar with the major issues in each of these broad areas and will learn to evaluate them critically. Students will also demonstrate at least an acceptable proficiency with technological applications commonly used in schools. Prerequisite: EDU 2164; Admission to Education Program strongly recommended. Field work in school setting required and lab.
EDU 2104 The Teaching of Mathematics I
Provides a foundation for the teaching of mathematics for students in grades K-8. Examines current theories related to the teaching of mathematics with a focus on examining mathematics content and the intersection of a conceptual understanding of school mathematics with best practices for teaching mathematics. Topics include mathematics content and pedagogy, the discourse of mathematics, the Common Core State Standards for Mathematics, and trends in the teaching of school mathematics.
EDU 2164 Learning Theory and Pedagogy Climates
Building upon the foundations course, this class will examine various learning theories and the pedagogies that are appropriate for implementing them. Students will integrate knowledge of human development, culturally responsive teaching, constructivism, and critical theory into both theoretical and applied applications. Students will learn how curriculum and instruction reflect particular theories and philosophies, thus preparing them to create meaningful learning environments and experiences for K-12 students, including those for exceptional learners. Requires 15 field hours and a lab. Prerequisite: EDU 1004 or permission of instructor.
EDU 2204 Enculturation in Non-Western Societies
This course studies how children become capable adult members of their societies. Readings will include ethnographic studies, mythology, and folklore. Topics include models and theories of enculturation, family types, kinship systems, initiation rituals, rites of passage, child-rearing practices, personality and culture, and models of cultural transmissions. This is an elective course. Prerequisite: sophomore standing. III A
EDU 2314 Gender and Children’s Literature
Acquaints the student with issues related to the construction of gender in literature for children and young adults. The focus may change from term to term, so that gender issues in specific genres can be explored in-depth. Students will complete group projects and reflections on films and readings. Prerequisite: EDU 1004, 2024, WS 1004 or permission of instructor. Also listed as WGS 2314. IV
EDU 2414 Immigration and Linguistic Diversity in US Schools
Examines issues related to children and youth who represent linguistic and cultural diversity within American schools and society. Students engage in a study of the experiences of immigrant populations and US born children of immigrants living in the United States. The course examines sociocultural, sociopolitical, and socioeconomic factors in order to better understand the experiences of children and youth who often must straddle two (or more) conflicting worlds as they make their way through the US education system. Field work in schools involving children from immigrant populations is a requirement. Prerequisite: FYS 1004 and FYS 1104. IV;V
EDU 3034 Literacy in Written and Spoken Languages for Learners in Primary Schools
Familiarizes teacher education students with the cognitive and linguistic foundations of literacy development with an emphasis on the primary school child. Students will become acquainted with various programs of reading and language arts instruction, but the balanced literacy approach will be emphasized. Students will construct integrated learning experiences that foster language development and promote increased skill in reading, writing, and speaking. They will learn how to integrate literacy activities into specific subject areas such as mathematics, social studies, science, and art. Study of children’s literary texts, both fiction and nonfiction, will be emphasized. Requires 10 field hours and lab. Prerequisite: Admission to Education Program or permission of program director.
EDU 3054 Instructional Strategies and Content Area Literacy for Learners in Middle and Secondary Schools
Familiarizes the teacher education student with the cognitive and linguistic foundations of literacy development with an emphasis on language development of the middle and secondary school student. Various programs of reading and language arts instruction are viewed, but the whole language method is emphasized. In addition, the course emphasizes instructional methods which support learning in middle and/or secondary school environments. The teacher education student will construct integrated learning experiences which foster language development and promote increased communication skill in reading, writing, and speaking. Students learn about integrating literacy activities with content area learning in specific subject areas such as mathematics, history, biology, English, foreign language, and other subject areas of middle and secondary school environments. Study of texts, both fiction and non-fiction, written for adolescents and/or young adults is emphasized. Requires 8 field hours and lab. Prerequisite: Admission to Education Program or permission of instructor.
EDU 3074 Interactive, Integrative Learning Climates
Students will learn how to prepare and assess interactive learning experiences that integrate various subject concepts and processes appropriate for diverse learning levels. Attention will be given to selecting, integrating, and translating knowledge and methodology from the social sciences, music, art, and literature into activities that are appropriate for learners, including those with exceptionalities. Students will also learn to be sensitive to gender and ethnic issues. Professors from other disciplines collaborate in teaching this course. Requires 8 field hours and lab. Prerequisite: Admission to Education Program or permission of program director.
EDU 3084 Inquiry-Based Learning Climates
Focuses on teaching science in the elementary classroom with an emphasis on both science content (science topics appropriate for elementary learners recommended by state and national standards) and on pedagogy. Major topics include children as scientists, constructivism in science education, and the role of discourse in science teaching, science processes, science for diverse populations, technology, and assessment of student learning. An additional course theme also focuses on children’s health and wellness in contemporary society. Requires 10 field hours and lab. Prerequisite: Admission to the education program or permission of program director.
EDU 3104 The Teaching of Mathematics II
Extends student’s knowledge for the teaching of mathematics for students in grades K-8. Examines current theories and best practice related to the teaching of mathematics in school contexts with a focus on planning and executing mathematics lessons in the classroom. Students continue to explore mathematics content and pedagogy; however, with an added emphasis on current trends in mathematics education research, culturally responsive practices for mathematics teaching, and response to differentiation in the planning of mathematics instruction. Prerequisite: EDU 2104 and Admission to the Education Program or Permission of Instructor.
EDU 3124 Young Adolescents: Preparing to Teach in the Middle Level
Prepares prospective teachers to develop a comprehensive understanding of the development of young adolescents. Attention will focus on the physical, social, emotional, intellectual, and moral characteristics and risk behaviors of young adolescents as expressed in both social and school contexts. This understanding becomes part of a rationale for and the function of middle-level philosophy. Prospective teachers will develop an understanding of their roles as middle-level teachers, coaches, mentors, sponsors, and guides who understand and can facilitate healthy growth and development of young adolescents. They will also develop an understanding of the design of appropriate middle-school learning environments including flexible grouping and scheduling, teacher-based guidance programs, electives, exploratory experiences, clubs, community service, and work with families. Requires 10 field hours. Prerequisite: Admission to Education Program or permission of instructor.
EDU 3134 Creating Middle Level Learning Experiences
Focuses on preparing prospective teachers to create interactive middle level learning experiences that are developmentally and culturally responsive. Prospective teachers will develop instruction that incorporates a recognition of individual learning differences by utilizing multiple approaches to thinking and learning. Requires 10 field hours. Prerequisite: Admission to Education Program or permission of instructor.
EDU 3204 Philosophy of Education
Examines recurring philosophic questions related to the nature and purposes of knowledge and formal education systems through the study of classic and contemporary philosophic texts. Educational theories, curriculum matters, and other schooling controversies will be analyzed in light of the disparate philosophic theories. The question of what it means to be an educated person will be the focus of the course. Prerequisite: EDU 2014. Also listed as PHIL 3204. IV
EDU 3244 Practicum in Learning Experiences
Designed for students to gain actual classroom experience by planning, organizing, developing, delivering, and assessing instruction in the grade level(s) of their certification. When possible, teaching segments will be videotaped, and students will be evaluated by cooperating classroom teachers and the college supervisor. Students will spend 3 weeks of full-day teaching in the classroom with on-campus seminars before, during, and after the 3 week experience. Students should enroll in this course during May term of their junior year. CR/NC grading. Prerequisite: Admission to Education Program and junior standing.
EDU 3294 Special Topics in Education
Advanced study of a topic or area of inquiry that has not been treated fully in other education courses. Topics may be based in educational theory, philosophy, history, or practice. They may also be related to an examination of a current trend or philosophical world view that has direct impact on the discipline of education or may reflect timely research trends within the field of education. Travel courses that involve a study of comparative education or other relevant topics may be included. Topics will vary and will be announced in advance. This course may be repeated for credit if the topic is different. Standard or CR/NC grading. Prerequisite: EDU 2014
EDU 3314 Readings in Peace Education
A study of peace from a variety of disciplinary viewpoints. Readings and other materials encourage students to question the rationale(s) for war and analyze arguments made for solving conflicts in ways that promote peace. Theories and definitions related to violence, nonviolence, war, and pacifism, as well as positive and negative peace will be explored. The theoretical emphasis of the course focuses on the carving out of appropriate epistemologies that develop an education for peace. Prerequisite: Junior standing or permission of instructor. Also listed as IDS 3314. IV
EDU 3414 Race, Ethnicity, Social Class in American Education
Examines American education within the broader scope of race, ethnicity, and social class. Success in American society is influenced by racial, ethnic, and/or social class status. Students will examine how such status differences manifest themselves within American public education; an institution purported to provide equal opportunity regardless of race, ethnicity, and/or social class. Other issues addressed are identity development of culturally diverse children, the impact of poverty on education, school funding, tracking, culturally relevant teaching, and how standard school practices influence students from historically underrepresented populations. Prerequisites: Completion of Area II Social Science, EDU 2014 and FYS-1104. IV; V
EDU 3424 Women in Education
Examines the impact of women on philosophical foundations in the field of education and the subtle forms of sexism that undermine the education of girls and young women in current educational contexts. Students will examine work of historical and contemporary women philosophers to understand their unique contributions to the field of education. Students will also examine developmental needs of girls and current research on gender inequities within schools. Prerequisites: Completion of Area II Social Science, EDU 2014 and FYS 1104. Also listed as WS 3424. IV;V
EDU 3434 Art Pedagogy
This P-12 school-based course provides an opportunity for the art education student to collaborate with an in-service art teacher to design and implement instruction. A bi-weekly meeting with the college supervisor allows time for discussion of theories that ground art pedagogy. A minimum of three hours per week must be spent at the P-12 school. A portfolio of age- appropriate, art activities is required. Prerequisites: Admission to the Teacher Education Program and EDU 2164.
EDU 4012 Independent Study
Intensive study, through research and/or internship, of an educational issue or of special educational techniques and programs. Prerequisite: Senior Standing.
EDU 4014 Independent Study
Intensive study, through research and/or internship, of an educational issue or of special educational techniques and programs. Prerequisite: Senior standing. 1/2 or 1 unit.
EDU 4114 Supervised Teaching in High School
Open to seniors who are meeting requirements for a teacher’s certificate in secondary education. Includes seminar. (4 course units.) Prerequisites: Permission of instructor, recommendation of major department, admission to Teacher Education Program, 2.75 grade point average in major(s) and minor(s), 2.75 grade point average in professional education courses, an overall grade point average of 2.75, and approval of Teacher Education Advisory Board.
EDU 4204 Educational Studies Internship
Supervised placement of students in education- related organizations or agencies that provide students with the opportunity to apply information from their courses in a practical context. Students choose an appropriate organization or agency in consultation with a faculty member. 1 course unit. CR/NC grading. Prerequisites: Junior standing, educational studies major, and permission of instructor. A total of 1 course unit may be counted toward major requirements.
EDU 4214 Supervised Teaching in Elementary School
Open to seniors who are meeting requirements for a teacher’s certificate in grades P-5. Includes seminar. (4 course units.) Prerequisites: Permission of instructor, departmental recommendation, admission to Teacher Education Program, 2.75 grade point average in an area of emphasis (fine arts and humanities for students using core requirements for completion of an approved area of emphasis), 2.75 grade point average in professional education courses, an overall grade point average of 2.75, and approval of Teacher Education Advisory Board.
EDU 4314 Supervised Teaching: Twelve Grades
Open to seniors who are meeting requirements for teacher certification for 12 grades in art, music, French, or Spanish. Includes seminar. (4 course units.) Prerequisites: Permission of instructor, recommendation of major department, admission to Teacher Education Program, 2.75 grade point average in major(s) and minor(s), 2.75 grade point average in professional education courses, an overall grade point average of 2.75, and approval of Teacher Education Advisory Board.
EDU 4414 Supervised Teaching: Middle Grades 5-9
Open to seniors who are meeting requirements for teacher certification for middle grades 5-9. Includes seminar. (4 course units.) Prerequisites: Permission of instructor, departmental recommendation, admission to the Teacher Education Program, 2.75 grade point average in both areas of emphasis, 2.75 grade point average in professional education courses, an overall grade point average of 2.75, and approval of Teacher Education Advisory Board.
EDU 4514 Senior Seminar
The senior capstone for education and educational studies majors is designed to engage students of the discipline in a topical theme that explores the theoretical and practical aspects of teaching and learning. Students will experience a topic in education through selected readings, discussion, writing assignments and/or special projects. Topic will change year to year and by instructor and could involve a travel component. Prerequisites: senior standing and education or educational studies major, or permission of instructor.
EDU ELECT1 Education Major Elective Placeholder
Education Major Elective Placeholder