Course offerings for early childhood education, elementary education, secondary education and special education programs are listed on their specific web pages. The courses listed below are department-wide education offerings and courses for the minor in teaching English learners.
One unit of credit equals four semester hours. Prerequisite for all courses 200 level or higher: admission to program.
BID 322 Philosophy of Human Abilities
An examination of human ability and the social, cultural, philosophical and political influences on interactions with those having differing abilities. What is normal? What is a disability? What is it like to have a disability? How does our conception of human nature influence how we see and treat those with disabilities? How are disabilities rights movements attempting to alter our perception of disabilities? Why are looks so important to us and how do they influence our judgments? How do we perceive the bodies and faces of others? This course will address these questions and others by bringing philosophical inquiry and analysis to issues surrounding those with disabilities.
EDU 104 Cultural Foundations of Education in the United States
An introduction to cultural and systemic aspects of education in the United States, where we examine ideological, theoretical and conceptual aspects of schooling through legal structures, fiction and non-fiction American literature, as well as philosophical writings. This course places emphasis on understanding education as a part of American society that includes cultural, historical, social, political, legal, racial and socioeconomic structures. Students will interrogate the culture of American education since its inception and ultimately locate their own educational agenda as teachers and United States citizens of American society.
EDU 112 Instructional Technology
An introduction to professional teaching standards in technology with the opportunities to complete skill workshops and gain competence in the application of these standards. May be repeated when topics change. Pass/No Pass grading.
EDU 114 Advanced Educational Technology
An advanced study of instructional technology and the Internet and how combined together they can be integrated into classroom curriculum in correlation to professional teaching standards in technology with the opportunities to complete projects and gain competence in the application of these standards. Emphasis on understanding how to make good decisions concerning the social, ethical and human issues relation to computing technology. Knowledge
of scanners, blogs, wikis and a willingness to learn basic html code for webpage creation is required. Pass/No Pass grading.
EDU 121 Practicum in Mentoring, Peer Coaching and Tutoring
.25, .50 or 1.00 credit
Students will participate in peer coaching, mentoring, or tutoring field experiences supervised by a faculty member in the Department of Education and learn the skills needed to effectively support the learning and development of students from diverse backgrounds and age levels. A minimum of 30 hours is required for a full course. Pass/No Pass grading. Permission of the supervising professor will be required. May be repeated.
EDU 260 Introductory Seminar in Middle Level Education
An introductory seminar completed prior to beginning upper-level methods courses. Discussions and readings focus on the middle level teacher preparation standards and the role and importance of middle level education. Field hours are required for this seminar as students begin to observe and participate in middle level classrooms. Pass/No Pass grading.
EDU 312 Theoretical Foundations of ESL/Bilingual Education
An advanced overview of the theoretical framework of English as a Second Language (ESL) and Bilingual education. A variety of ESL/Bilingual models and programs implemented and applied in the public school classroom will be examined and explored, in addition to a study of the historical background of teaching ESL/Bilingual students. K-12 multicultural literature will be read, evaluated and integrated into second language education. Prerequisite: EED 314 or 315 or SPE 316 or ECE 318 or permission of the instructor. MTL 512 is the graduate course equivalent.
EDU 317 English as a Second Language Teaching Methodology
An advanced study of the effective use of English language development methodologies including the issues related to second language development, culture and conceptual processes. Focus areas include developing and designing lessons for English as a Second Language (ESL) learners by utilizing theories and practices of second language acquisition and by incorporating ESL teaching methodologies. Prerequisite: EED 314 or 315 or SPE 316 or ECE 318 or permission of the instructor. MTL 517 is the graduate course equivalent.
EDU 319 Linguistics in Second Language Acquisition
This course will integrate the insights provided by linguistics with knowledge of learning theory to create effective instruction for learners of English as a new language. Teachers will learn and understand the influence of the essential components of the English language and how it affects student learning. Teachers will gain knowledge in the areas of language and the brain, child language acquisition, phonetics, phonology, morphology, semantics, syntax and social linguistics. The emphasis will be on second language acquisition. MTL 519 is the graduate course equivalent.
EDU 321 Content Area Reading
An advanced study of the developmental reading process, including examination of theories and practical applications for the K-12 teacher. Includes methods and procedures used to develop skills, attitudes, knowledge and understanding of content area reading material. Prerequisites: EED 314 or EED 315 or ECE 318 or SPE 316. For reading minors only. Fall Term.
EDU 331 Race and Equity in Education
This course will examine the breadth and depth of scholarship on race and equity in education.
Of particular interest to students in this course is how race as a social construction finds itself impacting the educational experiences of all students. Topics addressed in this class are racial categories, identity construction, silence, whiteness and the complexities of passive racism in teacher education. Students will be exposed to qualitative research methods designed to
explore race in school settings and will be intro- duced to professional presentation opportunities. Prerequisite EDU 104 or permission of instructor. Fall Term.
EDU 360 The Middle School: History, Philosophy, Organizational Structures and Best Practices
An advanced study of the history, philosophy, organization and procedures of the middle school through observation and participation in a middle school setting as well as through content delivered in the college classroom. Focus areas include age-appropriate instructional methods and strategies, the development of curriculum for the middle school learner and classroom management strategies. Additional topics will address the cognitive, emotional, social and physical developmental stages of the middle-level learner. Prerequisite: EED/SEC/SPE 311.
EDU 361 Understanding the Middle Level Learner
An advanced study of the stages of adolescence development as presented through theory, research and practical applications. Focus areas include the transitions of adolescence; the ways in which adolescents function within the many contexts of our society; psychosocial development; and the many issues and problems facing young adolescents in today’s world. Prerequisite: EED/SEC/SPE 311. Fall Term.
EDU 380 Comparative Studies–Travel
This comparative studies and travel course varies with different travel destinations as they are offered. The travel destination will be reflected in the title of the course. May be repeated for credit when travel destination changes.
EDU 391 Educational Experiences in Australia
Students who have declared a major in a field of physical education, music education and education will participate in on-site teaching experiences in a comprehensive K-12 school in Australia. Students will attend classes and learn with Australian teachers, exchange ideas about common teaching practices and educational policy. Students will have the opportunity to stay with Australian families, visit Australian homes, network in an international arena and make lifelong personal and professional friends. Visit world famous architecture, climb the Sydney Harbor Bridge, and attend a musical performance at the iconic Sydney Opera House. Join us for a unique international educational experience in Australia and visit Kakadu, Australia’s World Heritage National Park. Be part of a three-day guided excursion in Kakadu National Park in the Northern Territory of Australia. Travel in June.
EDU 421 Practicum in the Field of Education
.25, .50 or 1.00 credit
Guided professional or clinical experience in various aspects of professional education such as research, collaboration with Pre-K through 12 school personnel, technology instruction and assessment, peer field supervision, tutoring, supervised teaching, etc. A minimum of 45 hours is required for a full course. Additional standards may be specified. Pass/No Pass grading. Prerequisite: ECE/EED/SEC/SPE 300 and consent of instructor. May be repeated.
EDU 439 Assessment of Students with Limited English Proficiencies
This course will provide an overview of the current assessments in second language education. Teacher candidates will examine and apply instruments and techniques for initial, monitoring, and exiting placement and decisions for second language students. Teacher candidates will learn to identify language needs and how to differentiate them from developmental needs. Prerequisites: admission to a teacher education program, EDU 312, EDU 317 and EDU 319, or permission of the instructor. MTL 539 is the graduate course equivalent. Fall Term.
EDU 444 Cross-Cultural Studies for Teaching English Language Learners
This course is designed for teacher candidates to examine the relationship among culture, classroom practices and policy and how this relationship influences the education of the English language learners. Teacher candidates begin by first examining their own culture and their cultural assumptions and biases and how those influence teaching and learning in the classroom. Issues of equity, access and cross-cultural understandings are examined as well.
Teacher candidates will evaluate and design content materials and methods for implementing a multicultural approach to curriculum in the classroom. Prerequisites: admission to a teacher education program, completion of two of the following ELL courses: EDU 312, EDU 317 and EDU 319 or permission of the instructor. MTL 544 is the graduate course equivalent.
EDU 445 Literacy Practicum
An advanced application of the diagnosis and remediation of various reading and writing difficulties in a supervised literacy tutoring program (off-campus site). Prerequisites: SPE
440 or permission of the instructor. Should not be taken concurrently with EED 326. Pass/No Pass grading.
EDU 453 Student Teaching at the Middle Level
3.00 credits or two 1.50 credits
Full-day assignment in a public middle school for 15 weeks. Attendance at seminar sessions is required. No additional courses may be taken while student teaching. Prerequisites: EED 450 or SEC 450. Pass/No Pass grading.
EDU 462 Curriculum: Integration for the Middle School
An advanced study of the history, development and application of the practice known as curriculum integration with a focus on specific aspects of curriculum integration including the following: the history and development of curriculum design within the American educational movement, definitions and components of various types of integrated curriculum, the significance of democratic principles imbedded in the integrated curriculum design, the links of said design to modern middle school philosophy and the practical issues facing teachers of middle level students as they begin to confront curriculum integration in today’s classrooms. Prerequisite: EED/SEC/SPE 311, EDU 260 and EDU 360. Spring Term.
EDU 468 Internship in Education
.25, .50 or 1.00 credit
An advanced professional or clinical experience in the field of education supervised by a college faculty member and a certified or licensed professional in a Pre-K-12 school, school district,
or educational services setting. A full-course internship requires the equivalent of 5 weeks of full-time experience or approximately 200 hours. Permission of department chair and supervising professor.
EDU 472 Capstone Seminar in Middle Level Education
An advanced seminar completed the semester prior to student teaching. Students self-assess their knowledge, skills and dispositions gained during their middle level experiences and study critical issues in today’s middle level school movement. Pass/No Pass grading. Prerequisites: EDU 260 and two of the following three courses: EDU 360, EDU 361, EDU 462. Fall Term.
EDU 490 Special Investigations in Education
.50 or 1.00 credit
Designed to fit specific interests of advanced students. Students work by appointment either in individual or group studies under the supervision of one or more instructors. Upon request.
EDU 492/292 Independent Study in Education
Individually designed course under the supervision of a faculty member in the Department of Education.
EDU 495 Honors Independent Research
This course gives Honors Program students the opportunity to design and implement a significant research project in the field of education culminating in an appropriate public dissemination of research methods and findings. This research must build upon previous coursework taken within the major or minor, facilitating faculty supervision and guidance. Repeatable for credit. Permission of the faculty supervisor and the director of the Honors Program required prior to registration.
EDU 496 Special Topics in Education
Topics reflect current interest and need as indicated in contemporary professional education literature. Repeatable for credit.
TEL 204 Cross-cultural Studies in Teaching English Language Learners
This course is designed for teacher candidates to examine the relationship among culture, classroom practices, and policy and how this relationship influences the education of the English language learners. Teacher candidates begin by first examining their own culture and their cultural assumptions and biases and how those influence teaching and learning in the classroom. Issues of equity, access and cross-cultural understandings are examined as well. Teacher candidates will analyze and redesign curriculum so that it is linguistically and culturally relevant. This course requires 10 field experience hours in an ESL and/or bilingual P-12 classroom. Prerequisites: ECE 200, or EED 200, or SEC 200, or SPE 200, or EDS 302.
TEL 212 Theoretical Foundations of Teaching English Language Learners
This course is an introduction to and immersion into the theoretical frameworks of English as a Second Language (ESL) and Bilingual education and the research, movements, and policies that inform them. A variety of ESL/Bilingual models and programs that exist in pre-K through 12 schools and classrooms will be identified, analyzed, and evaluated through multiple assignment and media. Teacher candidates will demonstrate an understanding of the relationship between theory and practice and will define their roles as teachers of and advocates for English learners. This course requires 10 field experience hours in an ESL and/or bilingual P-12 classroom. Prerequisite: ECE 200, or EED 200, or SEC 200, or SPE 200, or EDS 302.
TEL 317 Methods and Materials for Teaching English Language Learners
This is an advanced course in the teaching of bilingual and sheltered English instruction to English language learners (ELLs). Students will learn different approaches and methodologies used to support the development of listening, speaking, reading, and writing in social and academic contexts. The course provides opportunities for teacher candidates to develop curriculum for ELLs in bilingual and ESL classrooms, and examine instructional delivery through videotaping and analyzing practice. This course requires 20 field experience hours in an ESL and/or bilingual P-12 classroom. Prerequisites: TEL 204, TEL 212.
TEL 319 Linguistics for Second Language Learning
The purpose of this course is to introduce linguistic concepts as they apply to teaching in a variety of contexts (including but not limited to) monolingual and bilingual classrooms. In addition, this course is designed to provide teachers with a meta-linguistic awareness in order to facilitate learning and instruction. This course will help students understand, think, and talk about the complexities of language, learning, and human development. The fields of linguistics, applied linguistics, and linguistic anthropology are dedicated to questions about the nature, function, and purposes of language. Students will use readings anchored in these disciplines to apply linguistics for teaching. This course requires 20 field experience hours in an ESL and/or bilingual P-12 classroom.
TEL 439 Assessment of English Language Learners
This advanced course will focus on the discussion of basic principles and current approaches to assessment of language learning students in ESL and bilingual P-12 educational settings,
including the policies, procedures, and issues that inform the assessment of English Language Learners (ELLs). Students will learn about the different purposes of process and product assessment tools, authentic and curriculum-based forms of assessment, issues in the assessment of ELLs, and assessment of academic content knowledge. As teacher candidates, students will have opportunities to examine critically and practice administering assessment tools used in current educational contexts. Students will learn to identify language needs and how to differentiate them from developmental needs. This course requires 20 field experience hours in an ESL and/or bilingual P-12 classroom. Prerequisites: TEL 204, TEL 212, TEL 317 and TEL 319.
TEL 448 Inquiry and Application of Bilingual Methods I
This course is the first part of a two-course sequence in the inquiry and application of bilingual and ESL methods. In TEL 448, teacher candidates will design an action research proposal, which they will implement in TEL 449. The proposal will address how they will study their own teaching of bilingual and ESL methodologies that support the development of listening, speaking, reading, and writing in social and academic contexts. In preparation for conducting their action research in TEL 449, teacher candidates in TEL 448 will learn how to use action research methods to collect data on teaching practices and for research projects. They also will develop a situated and transformative action plan for future teaching that is anchored in sociocultural views of learning. Prerequisites: TEL 204, TEL 212, TEL 319, TEL 317 and TEL 439.
TEL 449 Inquiry and Application of Bilingual Methods II
This course is the second part of a two-course sequence in the inquiry and application of bilingual and ESL methods. Students will implement an action research proposal of teacher inquiry that they developed in TEL 448. Students will study their own teaching of bilingual and ESL methodologies that support the development of listening, speaking, reading, and writing in social and academic contexts. Teacher candidates also will implement their action plans developed in TEL 448 to collect classroom data, analyze critically their own bilingual and ESL instructional practices, and report findings that inform their future teaching of language learners. This course requires 30 field experience hours in an ESL and/or bilingual P-12 classroom. Prerequisite: TEL 448.