|
|
2015-2017 Undergraduate Catalog [ARCHIVED CATALOG]
The College of Education
|
|
Kimberly King-Jupiter, Ph. D., Dean
Office: 118 Clay Education Building
(615) 963-5451
General Statement
The College of Education is located primarily in the Clay Education Building. In 1968 this building was dedicated to Robert E. Clay, a prominent community activist and pioneer in education. Emblazoned upon the front of the building are three principles which guide the vision and mission of the college:
(1) enlightenment and understanding (2) service to humanity, and (3) instruction and discipline.
Vision Statement
The College of Education aspires to be a place where students at both initial and advanced levels explore current research as they prepare to become competent and caring professionals who are able to work effectively with diverse populations.
Further, the College of Education seeks to provide students with global education opportunities, to inspire them toward a demonstrated commitment to service for others, and to provide them with the knowledge, skills, and dispositions necessary to excel in their chosen professions.
Mission Statement
The mission of the College of Education is to prepare teachers, counselors, psychologists, and administrators to work effectively with schools and communities.
Additionally, the College of Education provides all students with the technological skills, knowledge and commitment to diversity necessary for the provision of global and community service, and demonstration of professional excellence.
Goals
- To prepare elementary, secondary, and special education teachers; counselors; supervisors; administrators; school psychologists; counseling psychologists, sport administrators and exercise science specialists.
- To provide opportunities for students to pursue research and its uses in solving the problems of education.
- To assist graduates in finding teaching and other positions after they have had experience in their profession.
- To provide students with opportunities for knowledge and understanding of the diverse society in which they live and their relation to and responsibility in such a society.
Specific goals related to diversity are:
- Involve learners in experiences that will allow them to examine their own cultures.
- Expose learners to diversity through experiences, literature, and discussion.
- Encourage the development of positive and supportive attitudes about diversity.
- Involve learners in situations that will provide opportunities for direct contact with individuals who differ from them.
- Provide instruction in the design, implementation, and evaluation of educational materials that are appropriate for diverse settings.
- Guide learners in the development of teaching strategies that consider diverse perspectives.
- Maintain a diverse faculty and student body.
Accreditation and Memberships
Teacher preparation for undergraduate and graduate programs for the preparation of teachers and related professionals are accredited by the National Council for Accreditation of Teacher Education.
The College of Education also holds membership in the American Association of Colleges for Teacher Education, the Council of Academic Deans from Research Education Institutions, Teacher Education Council of State Colleges and Universities, the Tennessee Association of Colleges for Teacher Education, the National Association of Multicultural Education, the American Psychological Association, and the University Council for Educational Administration.
Offices in the College of Education
Curriculum Laboratory
The Curriculum Laboratory is a center for instructional materials and other resources in teacher education. It is designed for students and teachers in the professional core courses in education, the specialized professional courses, and student teaching.
The laboratory is a hands-on facility where students and alumni come to create and carry out research. The laboratory serves as a depository for the state of Tennessee textbook collection (grades K-12). The laboratory director offers workshop experiences for our undergraduate students in materials and manipulatives. The laboratory is located in the Clay Hall Education Building.
Office of Teacher Education and Student Services
This office is administered by the Associate Dean for Teacher Education and Student Services. The College of Education provides pre-service field and clinical experiences in order to afford opportunities for teacher candidates to link theoretical information with real life situations through observations, one-to-one interaction, small group participation, and, Clinical Practice (student teaching/clinical residency). The Office of Teacher Education and Student Services coordinates all placements for school-based activities. The Office processes applications and makes recommendations to the State Department of Education for licensure as teachers, principals, school counselors, and school psychologists.
The Office of Teacher Education and Student Services screens all applicants to the Teacher Education Program. The Office maintains records verifying that candidates (a) met standards for admission to Teacher Education, (b) successfully completed student reaching, (c) received recommendation for licensure, (d) passed Praxis Exams, (e) received criminal background clearance, and (f) met performance expectations. Program coordinators in academic licensure areas review candidates’ programs and monitor their retention status; the Assistant Dean for Teacher Education is informed of candidates’ progress.
Candidates who do not meet the retention standards are subject to dismissal from the Teacher Education Program. Students who desire to obtain teacher licensure must check with the Office of Teacher Education and Student Services and content advisors for current programs of study as Teacher Education transitions to the “Ready2Teach” full-year residency program.
NOTE: Candidates admitted to Teacher Education will adhere to Ready2Teach requirements. Ready2Teach is designed to prepare new teachers to be ready to teach from the first day in the classroom. Candidates in Ready2Teach are engaged in co-teaching with a mentor teacher for two semesters. Ready2Teach requires residency in K-12 schools during the senior or final year (Fall/Spring) of undergraduate teacher licensure programs. The residency year includes Residency 1 during the Fall Semester and Residency 2 during the Spring Semester. Residency 1 will include methods courses and 100+ hours field study in K-12 schools. Residency 2 requires a full semester (16 weeks) of student teaching. Residency 1 will only be offered in the Fall, while Residency 2 will only occur in the Spring. This initiative applies to all undergraduate teacher education candidates pursuing teacher licensure. Students are required to seek advisement regarding their licensure programs as early as possible during their academic career at Tennessee State University to ensure that all prerequisite courses and Praxis exams are complete in preparation for Residency.
Professional Education Council
The Professional Education Council is the coordinating body for the Teacher Education Program. Its principal objectives are:
- To help provide and perpetuate an instructional climate favorable to the healthy growth of Teacher Education Program.
- To develop and administer policies which will ensure that competent candidates with professional promise are prepared and recommended for entry into the teaching profession. The Council develops policies relating to admission, retention, counseling, records, curricula and standards for completion of a program in Teacher Education, Professional School Counseling, School Psychology, and School Leadership.
- To review and recommend to the Teacher Education Unit Department Chair (College of Education Dean) proposals for revision/approval of courses and programs leading to teacher licensure.
The Professional Education component provided by the College of Education is designed to develop the competencies necessary for beginning teachers, based on the knowledge, skills, and dispositions (KSD’s) in seven Key Areas of Performance.
- KS1. Plan: Design and implement instructional plans that reflect sound content knowledge and include meaningful learning for all, utilizing appropriate technology and accommodating diverse needs. D1. Plan: Value learners’ experiences and strengths as a basis for growth and their errors as learning opportunities.
- KS2. Maximize Learning: Encourage critical thinking, problem solving, active inquiry, and cultural pluralism; and differentiate learning opportunities for diverse needs, using human, literary, and technology resources effectively. D2. Maximize Learning: Provide quality education to all learners, encourage critical thinking and self efficacy, and believe in and help all to succeed.
- KS3. Evaluate: Systematically assess and evaluate learners’ diverse abilities; and in teaching and learning, reflect, adjust for diverse needs, and repeat the process. D3. Evaluate: Facilitate ongoing learning through reflection and assessment.
- KS4. Manage: Competently apply theory to create a caring, positive and productive learning environment, facilitated by technology and with sensitivity to diversity. D4. Manage: Maintain a positive and productive learning environment that also both encourages and protects learners.
- KS5. Model Professionalism. Demonstrate professional ethics, standards, and responsibilities, including respect for diversity; pursue service and professional growth opportunities, and use technology effectively. D5. Model Professionalism: Consistently demonstrate caring, fairness, responsibility, professional dress and behaviors, appropriate interactions, professional standards and ethics, commitment to service, and respect for all learners and constituents.
- KS6. Communicate: Demonstrate effective oral, written, and interpersonal communication abilities in interactions with students, families, and the professional community, while respecting cultural and familial diversity. D6. Communicate: Habitually communicate effectively in all teaching and learning interactions, cooperate with all constituents, and value the communication of others.
- KS7. Specialize: Demonstrate and apply thorough content knowledge and effective principles and practices specific to the area(s) of specialization. D7. Specialize: Demonstrate dispositions consistent with specialty area(s) standards in order to facilitate the success of all.
Teacher Education Admission and Retention Requirements
Admission to the Teacher Education Program
- Students who desire to be a candidate for admission to the Teacher Education Program will apply to the Office of Teacher Education and Student Services, typically in the second semester of the sophomore year.
- Each student will submit documentation that s/he has:
- Completed at least 31 semester hours of course work, including: ENGL 1010 , ENGL 1020 , PSYC 2420 , EDCI 2010 , and an appropriate sequence of freshman mathematics and freshman science;
- Earned a grade of C or better in each of the following courses: ENGL 1010 , ENGL 1020 , PSYC 2420 , EDCI 2010 ;
- Maintained a C or better average in all General Education mathematics and sciences courses;
- Earned a 2.75 GPA or better on a 4-point scale in all previous college work;
- Passed a criminal background investigation. (see Criminal Background Check)
- Each student will provide official records that indicate he/or she has:
- Earned acceptable scores on the Core Academic Skills for Educators (Praxis I)
Assessment
| Skills Test |
Core (Praxis I) |
| Mathematics |
150 |
| Reading |
156 |
| Writing |
162 |
Candidates who fail to pass any required subtest(s) of the Praxis I may retake such subtests as often as such tests are administered. Candidates retaking any of the subtests must attain cut off scores in effect at the retesting time.
Students who score 22 or greater on the ACT or a combined score of 1,020 on the verbal and mathematics portions of the SAT are exempted from having to take the Core ( Praxis I);
Persons who fail the Core Skills tests after having taken them twice may qualify to appeal if additional criteria are met (see Teacher Education Handbook).
- Two positive recommendations on the Behavioral Disposition Rating Scale: one from his/her content area advisor, and another from a professional education professor or another non-relative education professional.
Students who have not been admitted to the Teacher Education Program will not be permitted to enroll in the following courses: EDCI 3870 , EDCI 3110 , EDRD 4910 , EDRD 4240 , EDSE 3330 , PSYC 3120 , and all methods courses.
Retention
To remain in good standing in the Teacher Education Program, the candidate must:
- Maintain a cumulative GPA of 2.75 or above;
- Continue to exhibit professional growth characteristics essential to becoming an effective educator;
- Maintain a clear criminal background;
- Meet all criteria for admission to clinical practice at the appropriate time.
Admission to Residency 2 (Student Teaching)
To be admitted into Residency 2 / Student Teaching, the candidate must have been admitted into the Teacher Education Program, be in good standing, and comply with the following:
- Meet all Professional Education requirements to date;
- Document passing scores on all of the required Praxis II examinations in the semester prior to Residency 2;
- Apply for Residency 2 through the Office of Teacher Education; submit the completed application, typically during the first semester of the senior year; complete a structured interview that includes evidence of adequate technology skills;
- Maintain a cumulative GPA of 2.75 or better;
- Complete the prescribed prerequisite professional education courses and all courses in one’s major area of specialization with a grade of C or better;
- Exhibit professional growth characteristics essential to becoming an effective educator;
- Provide physician certification that the candidate is free from any communicable diseases (Tuberculosis);
- Supply documentation of professional liability insurance; and
- Receive a positive recommendation for admission to Residency 2 from the interview team.
NOTE:
- During the Clinical Semester, candidates are limited to a maximum of twelve (12) semester hours, consisting of nine (9) hours in student teaching and three (3) hours in clinical seminar. Dual placement will be a part of the fifteen-week Clinical Experience. Students who receive a grade of C or D in student teaching may graduate from the University but will not be recommended for licensure.
- Candidate must complete a minimum of six (6) approved semester hours at Tennessee State University prior to student teaching regardless of previous studies (effective fall 2004). The Associate Dean for Teacher Education and Student Services must approve the courses affected by this policy.
Certification Recommendation Requirements
In order to be recommended for certification, the candidate must:
- Meet all teacher education requirements to date;
- Complete all graduation requirements;
- Earn a grade of B or better in Residency 2;
- Maintain a cumulative GPA of 2.75 or above;
- Present acceptable score(s) on each test required in Tennessee, currently the Praxis II Examinations: Principles of Learning and Teaching (PLT) and appropriate Specialty Area test(s), and complete the application form.
- Attain a positive exit interview;
- Successfully complete edTPA Assessment.
- Meet all requirements for Tennessee Apprentice Licensure.
NOTE:
A student who already holds a bachelor’s degree (Post-Baccalaureate) and is seeking an institutional recommendation for certification in Tennessee must meet all institutional requirements for certification (see the Office of Teacher Education and Student Services for Post-Baccalaureate requirements). Any student teaching/ internship/practicum experience that is required for a TSU institutional recommendation for certification/licensure by the Tennessee State Department of Education must be completed at Tennessee State University regardless of one’s previous studies.
Criminal Background Check
Many of the professional education courses require a field experience component, where TSU students observe, assist, and work directly with children in the schools and educational partners. Current College of Educational Policy in accordance with Tennessee Education Code requires that: All TSU students who are sent off-site as part of their College of Education academic/course requirements must have obtained a cleared Tennessee Bureau of Investigation (TBI) criminal background check, and that background check be on file with the Office of Teacher Education and Student Services regardless of their status of admission or non-admission to a Teacher Education Program. (No other entity ID badges or background clearance will be accepted).
The State of Tennessee has identified Identogo Systems as the provider of this service. The cost of fingerprinting is $48 and may be paid by credit card online or by telephone at the time registration is completed. A Tennessee Criminal Background Check Form instruction sheet is available in the Teacher Education and Student Services Office located in Clay Hall room 112.
Registration for fingerprinting and the background check can be completed online at: http://www.identogo.com.
Registration may also be completed by calling 1(877) 429-7746. Each person registering will be required to provide his or her social security number along with the following information:
Online Background Registration Instructions
- Click on Tennessee
- Click on Online Scheduling
- Enter your name - Click GO
- Select Non-DCS Child Care/Adoption Providers - Click GO
- Select Child - Related Worker (Private) - Click GO
- Enter ORI# TNCC19138 - Click GO
- TSU TESS —- Select - YES
- Enter Zip Code
- Select site/date/time
- Complete Applicant Information - Follow prompts
Prior registration is required for fingerprinting in the State of Tennessee, regardless of the Tennessee location where the fingerprinting is done. Persons who have not registered will not be fingerprinted.
Approved Undergraduate Teacher Education Program Certification Areas
Please Contact the Content Area Advisor or the Office of Teacher Education and Student Services to insure the accuracy of the certification area’s program of study.
Agriculture/Agriscience 7-12 (add-on only)
Art K-12
Biology 7-12
Care Guidance of Children 9-12 (FCS add-on only)
Chemistry 7-12
Early Childhood Education PreK-3
Elementary Education K-6
English 7-12
ESL Pre K-12 (Post-Baccalaureate only)
Family and Consumer Sciences 5-12
Food Management and Production 9-12 (FCS add-on)
French 7-12
Geography 7-12
Government 7-12
Health & Wellness K-12
History 7-12
Mathematics 7-12
Middle Grades Education 4-8 (Post-Baccalaureate only)
Music (Instrumental) K-12
Music (Vocal/General) K-12
Physical Education, K-12
Spanish 7-12
Special Education: Modified K-12 (Post-Baccalaureate only)
Visual Arts K-12
Center for Career and Technical Education
Go to information for Center for Career and Technical Education.Department of Psychology
Go to information for Department of Psychology.
Bachelor of Science
Minor
Psychology
-
PSYC 2010 - General Psychology (3)
The basic course in introductory psychology for majors and non-majors. The course introduces students to the fundamental concepts of psychological methodology, basic psychological processes, learning memory, motivation, and emotions. The course is a prerequisite for all psychology courses. -
PSYC 2100 - The Psychology of Adjustment (3)
Study of personality development and structure, with major emphasis on personal adjustment and the functional aspects of the psychology of daily living. Topics covered include development of adjustment patterns, individual adjustment to life situations, societal definitions, treatment of the maladjusted, personal appraisal systems, and modification of behavior. -
PSYC 2180 - Elementary Statistics (3)
An introduction to statistics for the general student, with emphasis on organizing and describing numerical data, probability, sampling distributions, correlation, regression, point estimation, testing hypotheses and distribution-free methods. -
PSYC 2420 - Human Growth and Learning (3)
A course designed to give the student an understanding of the child as a growing organism, and how behavior is acquired; an introduction to learning theory and its classroom application; and training in the application of psychological principles to various functions of the school. Required in the professional education core. Field experience required. -
PSYC 3000 - Individual Projects in Psychology (1)
Individual project under the guidance of psychology faculty. Focus of the individual project involves service learning and civic engagement. Topics will vary depending on individual student interest. Permission of the instructor is required. -
PSYC 3001 - Individual Projects in Psychology (1)
Individual project under the guidance of psychology faculty. Focus of the individual project involves service learning and civic engagement. Topics will vary depending on individual student interest. Permission of the instructor is required. -
PSYC 3002 - Individual Projects in Psychology (1)
Individual project under the guidance of psychology faculty. Focus of the individual project involves service learning and civic engagement. Topics will vary depending on individual student interest. Permission of the instructor is required. -
PSYC 3120 - Meas/Eval/Clrm in Public Schools (3)
A course primarily concerned with offering training in administering, scoring, processing and using the results of standardized and teacher-made tests, and other measures of progress in schools; also training is offered in the construction of objective tests. Attention is also given to various tests as they relate to the functions, techniques, and tools of guidance and counseling. Prerequisite(s): PSYC 2420 . Required in the professional education core. Admission to Teacher Education required for those planning to be teachers. Others enrolled with permission of the Psychology department Chair. -
PSYC 3150 - Principles of Learning (3)
A study of classical and operant conditioning (including reinforcement, scheduling, acquisition, extinction, generalization discrimination) and topics in complex human learning (including verbal learning, memory, problem solving, information processing and concept information.) Prerequisite(s): Upper Division Admission. -
PSYC 3180 - Computer Applications and Technical Writing (3)
A study of statistical and other software that is relevant to psychology; the use of the Internet in research, and aspects of technical writing in psychology including the use of APA style. Prerequisite(s): PSYC 2180 and Upper Division Admission. -
PSYC 3210 - Abnormal Psychology (3)
A descriptive and theoretical survey of the major forms of psychopathology in children, adolescents and adults. The course will examine current trends and research in the field of mental health and psychopathology. -
PSYC 3230 - The Psychology of the Black Experience (3)
The Psychology of the Black Experience deals with coping strategies of Black families (opposed to current emphasis on pathology of Black families); psychology of the Black female and Black male. Research of Black authors will be emphasized. -
PSYC 3300 - Physiological Psychology (3)
An introduction to the study of the relationship between bodily processes and behavior. Emphasis is placed upon the basic anatomy and psychology of sensory and motor functions, motivation, emotion, learning and behavior disorders. The laboratory focuses on individual and group experience in these areas. Prerequisite: Upper Division Admission. -
PSYC 3310 - Principles of Human Sexuality (3)
A study of theories and current research related to psychological and physiological aspects of human sexuality, as well as the effect of sex-roles on sexual interaction. -
PSYC 3410 - Social Psychology (3)
A study of interpersonal behavior including such topics as perceiving others, interpersonal attraction, prejudice, attitude change, social influence, aggression, altruistic behavior, group processes and the psychology of organizations. -
PSYC 3510 - Developmental Psychology (3)
The growth and development of the human organism from a theoretical perspective: biological, cognitive, social, and emotional development. -
PSYC 3530 - The Psychology of Death and Dying (3)
A study of such topics as the dying person, attitudes toward death, children and death, bereavement, and funeral rites. Emphasis will be placed on individual experience. -
PSYC 4110 - Foundations of Psychological Investigation (3)
Introduction to methods of behavioral research commonly employed in psychology and education. Topics include methods of observing behavior, measurement, subject selection, design and interpretation of behavioral research, research ethics and conducting and reporting research projects in the behavioral sciences. Pre or Corequisite(s): PSYC 3180 . -
PSYC 4115 - Foundations of Psychological Investigation Lab (1)
-
PSYC 4116 - Foundations of Psychological Investigation Lab (1)
-
PSYC 4130 - Human Learning and Cognitive Processes (3)
This course is designed to be a survey of human cognition. Topics relating to attention, memory, language, problem solving, reasoning, decision making, concepts and categorization will be covered. A cross-cultural perspective will add to students’ appreciation of the role of culture in cognition. Participation in web-based activities will further students’ understanding of the role of empirical research in this area of psychology. (Note: Students who have taken either PSYC 4605 , PSYC 4606 , PSYC 4607 , PSYC 4608 ): Special topics in Fall 2002 or Spring 2003- cannot get credit for this course). -
PSYC 4210 - Sensation and Perception (3)
Survey of the study of psychological experience produced by sensory stimulation. The course will emphasize current theory and research related to vision and audition. Clinical topics related to perception, such as color blindness and synesthesia, will also be discussed. Prerequisite(s): PSYC 2010 - General Psychology (3) or Permission of Instructor. -
PSYC 4240 - Behavior Modification (3)
A course designed to give the student a firm background in the behavior theory for several discrete methods of behavioral management in the home, clinical settings, and the school. Ethical considerations of manipulating human behavior will be thoroughly explored. Contrast with other techniques and criticism will be documented. -
PSYC 4250 - Introduction to Personality Theory (3)
A study and analysis of the major theoretical approaches to the personality. Prerequisite(s): Upper Division Admission. -
PSYC 4360 - Field Placement in Psychology (3)
Placement experience in a mental health setting. A minimum of nine hours per week at the practicum site is required. Prerequisite(s): PSYC 3210 , and PSYC 4370 , permission of instructor and Upper Division Admission. -
PSYC 4370 - Fundamentals of Counseling (3)
The course will emphasize understanding the helping relationship from the viewpoint of both the client and the professional. Students will be introduced to methods of interviewing, observing and gathering information. Issues, problems and values related to the counseling process will be examined. Prerequisite(s): Upper Division Admission. -
PSYC 4400 - Drugs and Behavior (3)
A study of the biomedical, psycho-social and mental health aspects of drugs that affect behavior including alcohol. Substance abuse and treatment modalities will also be emphasized. -
PSYC 4500 - Senior Project (3)
A requirement of all seniors majoring in psychology. A course in which students plan and carry out projects in the area of psychology under the supervision of a faculty person. Prerequisite(s): PSYC 4110 and either PSYC 4115 or PSYC 4116 . -
PSYC 4515 - Readings and Research in Psychology (3)
Individual study and research under faculty guidance. Prerequisite(s): 12 hrs. of upper division psychology courses, permission of instructor and Upper Division Admission. -
PSYC 4516 - Readings and Research in Psychology (3)
Individual study and research under faculty guidance. Prerequisite(s): 12 hrs. of upper division psychology courses, permission of instructor and Upper Division Admission. -
PSYC 4517 - Readings and Research in Psychology (3)
Individual study and research under faculty guidance. Prerequisite(s): 12 hrs. of upper division psychology courses, permission of instructor and Upper Division Admission. -
PSYC 4605 - Special Topics in Psychology (3)
An intensive study of some specialized area in the field of psychology. Topics will vary. -
PSYC 4606 - Special Topics in Psychology (3)
An intensive study of some specialized area in the field of psychology. Topics will vary. -
PSYC 4607 - Special Topics in Psychology (3)
An intensive study of some specialized area in the field of psychology. Topics will vary. -
PSYC 4608 - Special Topics in Psychology (3)
An intensive study of some specialized area in the field of psychology. Topics will vary. -
PSYC 4620 - Introduction to Psychological Tests and Measurements (3)
A program of study designed to give the basic principles underlying psychological measurement, training in selection and use of psychological tests, and practice in both group and individual testing. This course is an intensive study of individual differences, with emphasis on intellectual, personality, and academic achievement testing. Prerequisite(s): Upper Division Admission. -
PSYC 4810 - History and Systems of Psychology (3)
A study of the historical development of psychology as a science and profession and the fundamental concepts of various schools of psychology. Prerequisite(s): Upper Division Admission. -
PSYC 4820 - Senior Seminar (3)
Either this course or Senior Project (PSYC 4500 ) is required of all senior psychology majors. In this course, students will integrate theory and research from a variety of areas in psychology. The seminar will increase students’ conceptual understanding of research and improve their skills in writing, public speaking, active listening, and critical thinking. Students will read extensively, complete a capstone paper and other writing assignments, give class presentations, and lead class discussions designed to critically evaluate topics in psychology. Prerequisite(s): PSYC 4110 and either PSYC 4115 or PSYC 4116 , Upper Division Admission, and at least 90 earned credit hours.
Department of Teaching and Learning
Go to information for Department of Teaching and Learning.
Curriculum and Instruction
-
EDCI 2010 - History and Foundation of Education (3)
A course that includes a study of the historical, philosophical, and sociological foundations of the American public schools, with emphasis on the traditional function of the American public school as a local community institution. Field experience required. -
EDCI 2100 - Field Study in Education (2)
A course that presents problems of teachers in active service in the fields of methods of teaching, curriculum materials, school-community relationships and school organization. Corequisite(s): EDCI 3110 . -
EDCI 2200 - Field Study in Education (2)
A course that presents problems of teachers in active service in the fields of methods of teaching, curriculum materials, school-community relationships and school organization. Corequisite(s): EDCI 3500 and EDRD 3500 . -
EDCI 3110 - Classroom Behavior Management (3)
A course that addresses strategies in the area of classroom management. Skills and dispositions are emphasized in special methods associated with creating a learning environment that encourages positive social interaction, active engagement in learning and self-motivation. -
EDCI 3500 - Instructional Strategies for the Elementary Classroom (3)
Two questions that must be answered by a teacher each day are: “What will I teach?” and “How will I teach it?” This course is designed to introduce the art and science of elementary school curriculum design through theory, research, practice, personal experience, and the advice of experienced teachers. This course addresses the developmental needs of students in the elementary school curriculum. It includes discussion and reflection on current research and practice relative to teaching/learning objectives, planning, principles of instruction, interdisciplinary teaching, controversial issues, and models for teaching academic disciplines. This course is designed to be taken in the second semester of the junior year as partial preparation for thoughtfully and effectively teaching students in K-6 classrooms. It includes a focus on both content and on teaching methods and structures uniquely suited to the social studies. Corequisite(s): EDRD 3500 and EDCI 2200 . -
EDCI 3870 - Curriculum Development (3)
A course that present a critical study of the reorganization, construction, and administration of the school curriculum in light of modern educational principles and objectives. Prerequisite(s): Admission to Teacher Education. Field experience required. Documentation of current professional liability insurance is required. -
EDCI 4190 - Technology in the School (2)
A course designed to examine and reflect on the pedagogical usefulness of technology integration for teaching and learning. -
EDCI 4550 - Methods in Teaching Elementary Mathematics (3)
A course designed to explore concepts, strategies, and methods including the use of technology used in teaching mathematics to elementary students. Emphasis is given to instructional and assessment methods that enable teachers to work with students’ abilities in order to build a foundation for increasing their understanding of mathematics for future academic success and college and career readiness. The course content is aligned with recommendations by the National Council for Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics and the Common Core State Standards (CCSS) for Math. -
EDCI 4600 - Methods in Teaching Elementary Science (3)
This course focuses on methods and materials for teaching elementary school mathematics and science. This course is designed to exemplify constructivist teaching practices as recommended by the National Council for Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics and the National Science Education Standards (NSES). Emphasis in the course is placed on the content of elementary math and science, as well as strategies used to teach these subject domains in the elementary classroom. -
EDCI 4620 - Field Study in Education (3)
A course that presents problems of teachers in active service in the fields of methods of teaching, curriculum materials, school community relationships, and school organization. Corequisite(s): EDCI 4500 and EDRD 4500 . -
EDCI 4705 - Educational Seminar (3)
A course that presents a study of current issues and research in education. Emphasis is placed upon the student’s developing a coherent approach to educational theory and practice. Taken concurrently with EDCI 4721 , Student Teaching in the Secondary School. Prerequisite(s): Admission to Teacher Education. -
EDCI 4706 - Educational Seminar (3)
A course that presents a study and analysis of the basic course content of courses taught in the elementary schools. Taken concurrently with ECFS 4720 - Observation and Student Teaching in Pre-K and K-3 (9) . Prerequisite(s): Admission to Teacher Education. -
EDCI 4720 - Enhanced Student Teaching in the Elementary School (12)
A course that consists of directed observations, participation, and teaching in the elementary grades. It provides opportunities for students to work in typical school situations under the guidance of experienced teachers. Parallel readings and conferences for further interpreting and enriching these experiences are held regularly. This course is open only to seniors and teachers with some experiences. Prerequisite(s): Completion of professional education requirements and Admission to Teacher Education. Documentation of current professional liability insurance is required. Passing scores on Praxis II examinations. -
EDCI 4721 - Enhanced Student Teaching in the Secondary Schools, Grades 7 through 12 (12)
Actual classroom experience in secondary schools under the charge of expert teachers in cooperating schools. Student teacher schedules should be arranged well in advance of the senior year and planned so as to enable the student to devote full time to student teaching during the semester in which the course is to be completed. Required for all students who are following the professional education core that leads to teaching as a career. Prerequisite(s): Completion of professional education requirements and Admission to Teacher Education. Documentation of current professional liability insurance is required. Passing scores on Praxis II examinations. -
EDCI 4900 - Multicultural Education (3)
A course designed to develop awareness, understanding, and sensitivity to the needs and interests of ethnic and cultural groups. The differences and similarities that characterize individuals and groups should be cherished for their worth and cultivated for the benefits they bring all people.
Reading Education
-
EDRD 2010 - Reading in the Content Area (3)
A course designed as an experience in reception and processing of ideas in the evaluation, application, and retention of textual materials and designed to provide strategies, applying high-level reasoning skills to identify, formulate, and solve problems. Emphasis will be placed upon methods and procedures for use with inter-disciplinary textbooks designed to provide a link across the discipline for directive work in all fields of college study. -
EDRD 3100 - Strategies for Successful Test-taking (1)
A course designed for selected students. The major purpose of the course is to provide instruction that will facilitate the development of skills and techniques related to extending competencies in test-taking. Students must complete prescribed laboratory activities. -
EDRD 3500 - Literacy Methods I (3)
This course, designed to be taking in the second semester of the junior year, includes examining the reading process, understanding how children learn to read and write, exploring the stages of literacy development, and examining both directed and guided reading instruction as well as the role of phonics in reading and spelling. Focus is on balanced or comprehensive literacy in the early grades. This course is basic to learning how to teach reading and writing and how those change across the grades from kindergarten through middle school. Corequisite(s): EDCI 3500 and EDCI 2200 . -
EDRD 4190 - Exploring the Language Learning Process (3)
A course that covers current theory concerning the nature of reading, language, and learning as well as an overview of school reading-language arts programs. -
EDRD 4240 - Teaching Reading in the Elementary School (3)
A course that includes methods, materials and modern practices and trends in the teaching of reading at the elementary school level. Required only for students pursuing teacher certification in grades K-9 or K-12. Prerequisite(s): Admission to Teacher Education. Field Experience required. Documentation of current professional liability insurance is required. -
EDRD 4500 - Literacy Methods II (3)
This course, designed to be taken during the first semester of the senior year, builds on Literacy Methods I. Emphasis in this course is on assessment and interventions with struggling readers and writers. This course begins with a review of general methodology in reading and writing and moves into assessment covering Informal Reading Inventories, running record, close procedure, miscue analysis and connects findings with a varietyof instructional strategies and techniques for children and adolescents who struggle with various aspects of becoming literate. Strategies and intervention techniques are tied to both assessment and state standards. EDRD 4500 is designed to integrate reading, writing, and technology with content material e.g., social studies, humanities, math, and science. Corequisite(s): EDCI 4500 and EDCI 4620 . -
EDRD 4820 - Teaching Reading Language Arts to Exceptional Learners (4)
A course that covers language characteristics and the special reading-language arts needs attendant with the exceptional learner. The course is designed especially for the regular classroom teacher. Prerequisite(s): Admission to Teacher Education. Field Experience required. Documentation of current professional liability insurance is required. -
EDRD 4900 - Directed Individualized Study in the Teaching of Reading (1-3)
An individualized study. Consent of Instructor. Prerequisite(s): Admission to Teacher Education. Field Experience required. Documentation of current professional liability insurance is required. -
EDRD 4910 - Reading and Study in Secondary Schools (3)
A course designed for all subject matter teachers. Teaching strategies, designs, and materials for teaching comprehension, advanced study skills and vocabulary; formal and informal teaching pupil abilities and interests are covered. Required only for students pursuing teaching certification 7-12. Prerequisite(s): Admission to Teacher Education. Field experience is required. Documentation of current professional liability insurance is required.
Special Education
-
EDSE 3330 - Education of Exceptional Children (3)
A course that explores principles, characteristics, and special needs; local and state programs for diagnosis and care; educational provisions in regular or special classes, home teaching, social and vocational guidance. Prerequisite(s): Admission to Teacher Education. Field Experience required. Documentation of current professional liability insurance is required.
|
|
Print this Page