Education (EDUC)

EDUC 201. Ethical Foundations of Teaching

Credits: 2
Corequisites: EDUC 250 and EDUC 298.
Typically Offered: FALLSPR
Students will discuss the Model Code of Ethics for Educators in depth and synthesize this with todays school law and common ethical situations found in todays classrooms. A strong purpose for this course is to shape the building blocks of ethical tenacity and confidence needed in teaching today.

EDUC 205. Exceptional Learners

Credits: 3
Corequisite: EDUC 206.
Typically Offered: FALLSPR
Students will learn about the categories of disabilities/disorders covered by IDEIA, including their varied characteristics, the proper diagnostic procedures, and academic and social needs in the classroom. They will learn the legal differences between an Individualized Education Plan, a 504 Plan, and a Health Plan.

EDUC 206. Diverse Learners Experience

Credits: 2
Prerequisite: EDUC 298.
Corequisite: EDUC 205, also recommended SOC 235 or SOC 235 and PSYC 250 or PSYC 255.
Typically Offered: FALLSPR
This early level experience will include students with disabilities/disorders and students from diverse backgrounds such as low SES, trauma, varied cultural/philosophical beliefs, and more. The main goals for this course are to: (1) see how diverse backgrounds affect the learner, the learning, and the classroom environment; (2) identify developmental patterns of exceptional students and how they may differ from typical child/adolescent development; (3) develop a deepening curiosity about why and how to use different approaches to learning.

EDUC 210. Educational Technology

Credits: 2
Prerequisite: CSCI 101.
Corequisite: EDUC 250 and EDUC 298.
Typically Offered: FALLSPR
This course is an integrated approach to understanding and utilizing educational technology in instructional environments. Emphasis will be placed on determining the purpose of integrated technology in the elementary or secondary classroom setting, identifying appropriate grade-level or content-area technology resources, and making informed and reflective decisions about how to utilize them for facilitating and assessing learning.

EDUC 215. Assisting Reading & Language Arts Instruction

Credits: 2
Prerequisite: EDUC 206.
Corequisites: EDUC 220 and EDUC 225.
Typically Offered: FALLSPR
Students will learn specific strategies for assisting teachers with instructing students in English Language Arts in small groups or one on one as a paraprofessional. Students will apply their understanding of exceptional and diverse learners by incorporating their knowledge of the Science of Reading and other English Language Arts theories and digital tools. This course will assist students in earning the Title I Paraprofessional certification from the state.

EDUC 220. Assisting Math Instruction

Credits: 1
Prerequisite: EDUC 206.
Corequisite: EDUC 215 and EDUC 225.
Typically Offered: FALLSPR
Students will learn specific strategies for assisting teachers with instructing students in math in small groups or one on one as a paraprofessional. Students will apply their understanding of exceptional and diverse learners by incorporating their knowledge of the Science of Math and other mathematical learning theories and digital tools. This course will assist students in earning the Title I Paraprofessional certification from the state.

EDUC 225. Assisting Academic Instruction Experience

Credits: 2
Prerequisite: EDUC 206.
Corequisites: EDUC 215 and EDUC 220.
Typically Offered: FALLSPR
Students will apply their knowledge of being a Title I Paraprofessional/teachers aide in the literacies so as to improve student learning and development.

EDUC 250. Introduction to Education

Credits: 3
Prerequisite: ENGL 110.
Corequisite: EDUC 298 or Departmental approval.
Typically Offered: FALLSPR
This course provides a study of teaching as a profession, including historical, philosophical, social and psychological foundations of education. This course in an introduction to the study of education and will provide a general overview of the teaching profession. Through participation in the course, students will evaluate their commitment to becoming a professional educator.

EDUC 298. Pre-Professional Experience

Credits: 1
Corequisite: Concurrent registration in, or previous successful completion of, EDUC 250.
Typically Offered: FALLSPR
Students will be placed with teachers in actual K-12 classes. Students will spend thirty hours observing the teachers in action and will keep journals recording their observations.

EDUC 300. Curriculum and Instruction

Credits: 3
Prerequisites: EDUC 250 and EDUC 298.
Corequisites: EDUC 301 and EDUC 302.
Typically Offered: FALL
Students will learn the basic elements of developing lesson plans through the use of state and national standards, learning styles, curriculum resources that include digital tools and strategies. Students will demonstrate their growing instructional skills in the corequisite EDUC 302 Teaching Practicum I.

EDUC 301. Classroom Management

Credits: 3
Prerequisites: EDUC 250 and EDUC 298.
Corequisites: EDUC 300 and EDUC 302.
Typically Offered: FALL
Students will learn various theories in classroom and behavior management with emphasis on the psychological status of students. Strategies based on these theories combined with their corequisite EDUC 302 Teaching Practicum I experience will guide their own development of a professional management philosophy. Students will begin to fill a toolbox of management strategies that speak to children's emotional status as well as whole classroom flow.

EDUC 302. Teaching Practicum I

Credits: 2
Prerequisites: EDUC 250 and EDUC 298.
Corequisites: EDUC 300 and EDUC 301.
Typically Offered: FALLSPR
This is the corequisite field experience to EDUC 300 Curriculum & Instruction and EDUC 301 Classroom Management. Students will apply their growing knowledge of lesson planning and managing a classroom in this experience.

EDUC 310. Educational Assessment

Credits: 2
Prerequisites: EDUC 300 and EDUC 302.
Corequisites: EDUC 313 and EDUC 315.
Typically Offered: FALLSPR
With the goal of increasing developmentally appropriate student learning and development, students will understand the differences between assessment and evaluation; assessment of and for learning; and formative and summative assessment. They will learn about the benefits and limitations to standardized and informal assessment data, and how to use multiple forms of data in instructional planning. Students will develop a lens for using creative sources of information as assessment tools to further learning for all students. They will apply their skills to the corequisite EDUC 315 Foundations Capstone Experience.

EDUC 313. Collaborative Relationships

Credits: 3
Prerequisites: EDUC 301 and EDUC 302.
Corequisites: EDUC 310 and EDUC 315.
Typically Offered: FALLSPR
An advanced course in shaping teacher tenacity and building confidence through collaborative strategies to reduce teacher burnout and increase student learning. Students will develop a purposeful toolbox of communication strategies that will facilitate learning through unification and compromise. They will navigate difficult situations and develop specialized approaches for collaborating with diverse beliefs and resources.

EDUC 315. Foundations Capstone Experience

Credits: 3
Prerequisite: EDUC 302.
Corequisites: EDUC 313 and EDUC 310.
Typically Offered: FALLSPR
This is the corequisite capstone field experience to EDUC 310 Educational Assessment in which students will combine their developing skills of lesson planning with the integration of student data and managing a classroom. In addition, students will practice their collaboration skills with multiple colleagues and parents/guardians in this experience.