The abbreviation "P" refers to the course prerequisite or prerequisites. The number of hours of credit given a course is indicated in parentheses following the course title. The "B," "I" or "B-I" after the course title indicates whether the course is offered at Bloomington, Indianapolis, or at both campuses.
Courses in this section are listed alphabetically by prefix letter and in ascending numerical order within each of the sections. Unless otherwise specified, the prefix to all courses is EDUC.
Foundations of Education
Educational Leadership and Policy Studies
Instructional Systems Technology
Higher Education and Student Affairs
E210 Learning in Social Context (9 cr.) B An interdisciplinary exploration of the processes of learning, language, and social development from psychological, social, and cultural perspectives. Issues of diverse learner characteristics in the elementary classroom will be addressed. Course includes a field experience in an elementary school setting.
E215 Curriculum and Pedagogy (3 cr.) B This course will address the nature of the public school curriculum and pedagogy, their historical antecedents, and a variety of associated issues. It provides the intellectual undergirding to curriculum and teaching that is necessary for more specific activities associated with curriculum development and teaching practices.
E300 Elementary Education for a Pluralistic Society (3 cr.) B An overview of the principles of multicultural education. An introduction to major ethnic and minority groups in the United States. A historical view of the status of culturally different learners in elementary schools. A focus upon teaching strategies and curricular innovations for culturally diverse classrooms.
E305 Infusion of Technology (3 cr.) B One of the goals for the Democracy, Diversity, and Social Justice program is to infuse the study, use, and teaching about technology throughout the entire program. Rather than being a tool that preservice teachers learn about, technology will be studied as a subject and a means to expand research opportunities, stimulate and enhance models of inquiry, and broaden teaching abilities.
E310 Seminar on Legal Issues in Education (1-3 cr.) B Students in this course will (1) examine issues related to legal and ethical rights and responsibilities of teachers and students; (2) discuss legal cases that have had an impact on our educational system; (3) discuss ethical perspectives on educational dilemmas.
E320 Envisioning, Exploring, and Creating Our Social Worlds Through Multiple Literacies in the Elementary School (9 cr.) B This interdisciplinary course explores the social studies as ways of knowing about our world; the language arts and language learning theory; aesthetics and the arts; and the multiple roles of the teacher as facilitator of learning, social researcher, and curriculum creator. A field experience is included.
E321 Science for Early Childhood (1 cr.) B Explores early childhood conceptions of natural phenomena as well as inferences children draw from them. Children's learning from ages two through eight is of primary interest. Required of students seeking the standard license for kindergarten through primary teaching (K-3) including early childhood (infant-4 yrs.). Open to non-early childhood majors by permission of the instructor. (Sem. II only)
E322 Diversity and Social Justice I (3 cr.) B Students will develop curricula for social studies, language arts, aesthetics, and the arts that responds to multicultural and disability concerns. Curriculum planning and teaching strategies will attend to issues of student diversity in home and community contexts and school settings.
E325 Social Studies in the Elementary Schools (3 cr.) B-I Emphasizes the development of objectives, teaching strategies, and evaluation procedures that facilitate the social learnings of young children. Special attention given to concept learning, inquiry, decision making, and value analysis.
E328 Science in the Elementary Schools (3 cr.) B-I The focus of this course will be on developing teacher competencies in writing performance objectives, question-asking, evaluating, and sequencing. These competencies will reveal themselves in the preparation and development of science activities and the teaching strategies involved in presenting those activities to elementary school children. P: Q200; Select one from Geology G103, G104, or Q201; Q202 must be taken either as a prerequisite or corequisite with E328.
E330 Infant Learning Environments (3 cr.) B-I P: EDUC P249-M101 or taken concurrently. Appropriate instructional strategies to enhance infant-toddler development, caregiving skills, and knowledge of appropriate learning environments. Students will apply strategies and knowledge in providing care and educational experiences. Open to students from allied health, psychology, pediatric nursing, and social work. (Sem. I only)
E333 Inquiry in Mathematics and Science (3 cr.) B Focuses on planning and managing appropriate science and math experiences with children of three to eight years of age. Opportunity for exploring, developing, experimenting, and evaluating instructional materials. Planning appropriate inquiry-oriented experiences will be stressed.
E335 Introduction to Early Childhood Education (3 cr.) B-I This course has a dual focus. The first involves an overview of the field including a historic perspective, program models, goals of early childhood education, and professional organizations. The second emphasizes the study of observation skills, the characteristics of young children, teacher-child interaction, and classroom management skills. (Sem. I and II)
E336 Play as Development (3 cr.) B-I Includes theories on development of play and how it can be guided. Shows how children use play to develop individually, to understand the physical, social, and cognitive environment, and to develop physical and motor skills and creative ability. Includes a section on selection and construction of play materials.
E337 Classroom Learning Environments (3 cr.) B-I P: EDUC E335. This course focuses on the curriculum aspects of early childhood programs designed to meet ethnic and cultural differences, and on planning, utilizing, and evaluating learning environments. Selection of materials and activities, and the acquisition of skills for using these to stimulate children's development, are major focuses. (Sem. II only)
E338 The Early Childhood Educator (3 cr.) B-I P: EDUC E335 and E337. Includes the role of the teacher as a professional educator, including professional responsibilities, legal rights and responsibilities of teachers and students, school and community relations, and involvement in professional organizations. A major emphasis is on parent involvement and parent education. (Sem. I only)
E339 Methods of Teaching Language Arts in the Elementary School (2-3 cr.) B-I Describes the methods, materials, and techniques employed in the elementary language arts program.
E340 Methods of Teaching Reading I (2-3 cr.) B-I Describes the methods, materials, and techniques employed in elementary school developmental reading programs.
E341 Methods of Teaching Reading II (2-3 cr.) B-I P: EDUC E339 and E340 for Bloomington. P: E345 and E340 for Indianapolis. Describes the methods, materials, and techniques employed in diagnosis and corrective instruction in elementary school reading programs.
E342 Survey of Reading and Language Arts Methods (K-12) (3 cr.) B Surveys contemporary issues in teaching reading and English language arts in grades K through 12. Includes methods, materials, and procedures for language arts, developmental reading, and reading-improvement strategies.
E343 Mathematics in the Elementary Schools (1-3 cr.) B-I Emphasizes the developmental nature of the arithmetic process and its place as an effective tool in the experiences of the elementary school child.
E345 Language Arts and Mathematics for Young Children (6 cr.) I Methods of developing language literacy, and mathematical thinking through play, arts, and directed experiences. Design of curriculum and appropriate teaching strategies for children ages 3-6.
E348 Foundations of Early Care and Education I: Focus on Birth to Age 3 (3 cr.) B Students will examine the foundations of the fields of early childhood education and early intervention. They will explore the teacher/ caregiver role, review contemporary theories of best practices with young children, and begin developing the knowledge and skills needs to facilitate healthy growth, development, and learning in all young children.
E349 Teaching and Learning for All Young Children I: Focus on Birth to Age 3 (7 cr.) B Students will connect theory with typically and atypically pedagogical skills in real-life settings with typically and atypically developing young children, birth to age three. They will learn how to become keen observers of children, and will acquire proficiency in designing, implementing, and assessing environments that are developmentally appropriate and literacy-rich.
E350 Personal and Professional Growth Groups (1 cr.) B The purpose of the course is to prepare students for the emotional, social, and intellectual challenges of student teaching; and to help students make a successful transition from undergraduate to professional culture.
E351 Foundations of Early Care and Education: II (6 cr.) B Students will examine how historical, social, cultural, and political factors influence the growth, development, and learning of the preschool/kindergarten child. They will examine how these factors influence the preschool/kindergarten child's educational experiences and how programs should be designed to address the needs of all children.
E352 Teaching and Learning in Preschool/Kindergarten II (10 cr.) B This course engages students in the development, implementation, and assessment of curricula for all children ages 3-5 years. Content areas of mathematics, social studies, science, literacy and art will be emphasized.
E353 Foundations of Early Care and Education: III (6 cr.) B Students will examine how historical, social, and cultural, and political factors influence the growth, development, and learning of the K-3 child. They will examine how these factors influence the K-3 child's educational experiences and how programs should be designed to address the needs of all children.
E354 Teaching and Learning for All Young Children: III Focus on K/Primary (11 cr.) B This course engages students in the development, implementation, assessment of curricula for all children in K- Grade 3 classrooms. Content areas of mathematics, social studies, science, literacy, and art will be emphasized.
E449 Trade Books and the Teacher (3 cr.) I Emphasis on the use of trade books for teaching language arts and reading K-8. Historical and contemporary folk literature will be used to examine objectives and techniques of instruction.
E450 Senior Seminar and Student Teaching I (12 cr.) B Students will student teach in a preschool or early primary grade placement for 12 weeks. An accompanying seminar will be team-taught by a university instructor and a practicing teacher to help student make connections among professional issues, theories of curriculum, and instruction.
E451 Senior Seminar and Student Teaching II (Spring - 15 cr.) B Students will student teach in a preschool or early primary grade placement for 12 weeks. An accompanying seminar will be team-taught by a university instructor and a practicing teacher to help students make connections among professional issues, theories of curriculum and instruction, and classroom practice. Students who student teach in the early primary placement (K - 3rd grade) in E450 will student teach in a preschool during E451, and those who teach in a preschool classroom for E450 will engage in their early primary placement for E451. At the completion of E451, students will present a professional portfolio, demonstrating that they meet professional standards of practice.
E490 Research in Elementary Education (1-3 cr.) B-I Individual research.
E495 Workshop in Elementary Education (cr. arr.) B-I For elementary school teachers. Gives one credit hour for each week of full-time work.
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F200 Examining Self as a Teacher (3 cr.) B-I Designed to help a student make a career decision, better conceptualize the kind of teacher the student wishes to become, and reconcile any preliminary concerns that may be hampering a personal examination of self as teacher. Students will design a major portion of their work.
F203 Topical Exploration in Education (1-3 cr.) B A one-semester course on a particular topic, established at the request of a faculty member and by the approval of the Academic Affairs Committee. Applies only as elective credit.
F205 Study of Education and the Practice of Teaching (1-3 cr.) B A review of the literature on various approaches to education as a discipline and a field of inquiry, and an exploration of several approaches to teacher education. Integrates scholarship and inquiry with the development of educational possibilities. Students will begin the process of constructing a set of personal and social commitments that will guide their future teaching activities.
F400 Honors Seminar (1-3 cr.) B Content varies but always involves the investigation in depth of significant topics in education. An interdisciplinary approach is taken.
F401 Topical Exploration in Education (0-3 cr.) This course will explore various topics of relevance to education, both in the United States and abroad.
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H340 Education and American Culture (3 cr.) B-I The present educational system, its social impact and future implications viewed in historical, philosophical, and sociological perspective.
H341 American Culture and Education (1-4 cr.) B-I An opportunity to participate in a cooperative learning venture, as students investigate the sociological, psychological, historical, and philosophical foundations of American education, relating findings, observations, and experiences at Professional Development School sites with current practices and the future of education.
H380 Latino Education across the Americas (3 cr.) B An overview of important patterns and issues in Latino education. Includes study of major Latin American educational trends and traditions. Focus on the cultural contexts of Latino education; challenges faced by Latinos in contemporary U.S. schools, and strategies for improving Latino educational achievement.
H427 Education through Travel (2-6 cr.) B
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K201 Schools, Society, and Exceptionality (1-3 cr.) B This course is designed to provide an overview of the many complex issues related to special education policy and practice in the United States. Content will include an introduction to the definitions and characteristics of various exceptionalities; an exploration of the options available for instructing exceptional children in public school settings; and discussions of the many important topics and issues related to planning and implementing special education in American public schools.
K205 Introduction to Exceptional Children (3 cr.) B-I An overview of the characteristics and the identification of exceptional children. The course presents the issues in serving exceptional children as they participate in the educational, recreational, and social aspects of their lives.
K206 Teaching Methods for Students with Special Needs (1-3 cr.) B-I This course will focus on curriculum and instructional methods for teaching students with diverse abilities and disabilities. Specifically, students will learn about the historical and legal precedents in special education, student-centered assessment and planning strategies, learning styles, curricular adaptations, individualized instruction, teaming strategies, building classroom communities, and planning for transitions, career exploration, and adult outcomes.
K305 Teaching the Exceptional Learner in the Elementary School (3 cr.) B Knowledge, attitudes, and skills basic to the education of exceptional learners (students who are handicapped as well as gifted and talented) in the regular elementary classroom. Topics include historical and international perspectives, the law and public policy, profiling the exceptional learner, a responsive curriculum, teaching and management strategies, teachers as persons and professionals. (Sem. I and II)
K306 Teaching Students with Special Needs in Secondary Classrooms (3 cr.) B This course includes an overview of the skills and knowledges necessary for effective instruction of students with disabilities in inclusive secondary programs.
K307 Methods for Teaching Students with Special Needs (3 cr.) I This course prepares future teachers to work with students with diverse abilities in inclusive settings. Participants learn to use learning modalities, varied rates, and complexity of instruction, and making use of individual interests and preferences. Additionally, differentiating and/or individualizing instruction for all learners and developing classroom management skills are emphasized.
K343 Education of the Socially and Emotionally Disturbed I (3 cr.) B P: K205 or consent of instructor. A basic survey of the field of emotional disturbance and social maladjustment. Definitions, classifications, characteristics, and diagnostic and treatment procedures are discussed from a psycho-educational point of view.
K344 Education of the Socially and Emotionally Disturbed II (3 cr.) B P: K343 or consent of instructor. A survey of educational curricula, procedures, and materials for socially and emotionally disturbed children. Development of teaching skills is emphasized.
K350 Introduction to Mental Retardation (3 cr.) B P: K205 or consent of instructor. A basic survey of the field of mental retardation. Definitions, classifications, diagnosis, and treatment are discussed from medical, psychological, sociological, and educational points of view.
K351 Vocational Assessment and Instruction for Special Needs Secondary Students (3 cr.) B Emphasizes an awareness of issues and available options related to programming for the special needs adolescent adult. The concept of career education—including preparation in daily—living, personal, social, and occupational skills-is used as the basic framework for the course.
K352 Education of Children with Learning Problems (LD or MiMH) (3 cr.) B Educational programs for optimum growth and development of educable mentally retarded and learning disabled children. Study and observation of curriculum content, organization of special schools and classes, and teaching methods and materials.
K361 Assistive Technology for Elementary School Students with Disabilities (Fall - 2 cr.) B This course is designed to prepare future teachers with the knowledge required to integrate assistive technology into curricula for students with mild to moderate disabilities.
K362 Team Approaches to the Education of Students with Disabilities (Fall - 3 cr.) B Students will learn techniques related to effective collaboration and interactive teaming in educational settings. Focus will be the development of skills necessary to serve as consultant or co-teacher in school environments.
K370 Introduction to Learning Disabilities (3 cr.) B Survey of historical development and current status of definitions, classifications, assessment, and treatment procedures for learning-disabled students.
K371 Assessment and Individualized Instruction in Reading and Math (3 cr.) B Emphasizes assessment and remediation procedures that address reading and math problems of mildly handicapped students.
K405 Building Inclusive Middle and Secondary Schools: Approaches and Issues (1 cr.) B Students will compare and contrast apprenticeship/school experiences, address specialized areas, and explore challenges and issues confronting special education at the middle and high school level (e.g., theory vs. practice).
K410 Trends and Issues In Special Education (3 cr.) I Provides students with an overview of current movements in the field of special education. Major emphasis is on application and implication of principles mandated by P.L. 94-142 and Section 504 of the Rehabilitation Act of 1973.
K430 Medical and Physical Management of Students with Severe Disabilities (3 cr.) I This course addresses medical and physical aspects of severe disabilities, and focuses on educational implications of various conditions/disorders. Major topics include (1) the nature of common conditions/ disorders, (2) methods for individual adaptations, and (3) procedures for structural modifications. The course incorporates information from various disciplines into classroom programming. The goal is to develop the basic vocabulary to communicate effectively with physical, occupational, and communication therapists and other related service personnel.
K453 Management of Academic and Social Behavior (3 cr.) I Surveys principles of behavior management as they pertain to educational environments. Students will learn how to define, observe, measure, record, and change academic and social behavior.
K461 Curriculum and Methods for Students with Severe Disabilities I (3 cr.) I Introduction to issues in providing educational services to students with severe handicaps across all grade levels. Characteristics, methods, and materials for students traditionally labeled moderately, severely, and profoundly retarded; multiply handicapped; and autistic. Covers design, development, and evaluation of instructional materials for learners with severe disabilities. Emphasis is on basic skill development, task analysis, data-based program modification, and programming generalization and maintenance. Major course activities include readings and class discussion; evaluation of existing curriculum materials; task analysis and program design; and participation in a task force group.
K462 Curriculum and Methods for Students with Severe Disabilities II (3 cr.) I The focus of this course is on the development of instructional programs in the following curriculum areas across all grade levels: reading, math, self-help/personal management, social/leisure, and vocational areas. Emphasis on programming for generalization and maintenance, and on general elements of classroom management (e.g., scheduling, communication). Major course activities include readings and class discussions, reports on selected curriculum materials, the development of complete instructional programs, and participation in a task force group.
K465 Service Delivery Systems and Consultation Strategies (3 cr.) I Reviews methods of implementing service delivery systems; consulting with professionals and parents; designing in-service training programs; and developing referral systems, curricular and personnel resources, and evaluation techniques used in special education programs.
K473 Communication Interventions for Persons with Severe Disabilities (3 cr.) I Planning and implementing communication intervention in educational settings with individuals who are severely disabled, including those who are severely/profoundly mentally retarded, severely developmentally delayed, autistic and autistic-like, or multiply disabled. Intervention is presented within the framework of the development of social interaction and cognitive ability as part of communication skills within the overall classroom and work setting ecology. Also considered is the role of augmentative and alternative education/intervention.
K480 Student Teaching Special Education (6-15 cr.) B P: senior standing and completion of major requirements. Provides experiences for each student in his or her respective area of exceptionality, under the direction of a supervising teacher in an educational school setting.
K488 Supervised Teaching in Special Education (3-12 cr.) B
K490 Research in Special Education (1-3 cr.) B-I
K490 Topical Seminars for Special Education Dual Certification Program (3 cr.) I
Seminar 1—Families in School and Society
The purpose of this seminar is to learn the perspectives of individuals with disabilities and their families regarding the impact of disabilities in their daily lives. A life-span approach will be used to discuss issues related to birth and early childhood, school-age years, and adulthood. Additional topics include labeling, legal issues, person-centered planning, academic, social/emotional, behavioral, and environmental issues.
Seminar 2—Classroom Management and Behavior Support
The purpose of this course is to provide students with basic knowledge and skills for: (1) developing and maintaining proactive classroom environments; (2) teaching children social problem-solving and self-control skills; (3) managing and preventing school-based crisis behaviors; and (4) working with parents and other professionals.
Seminar 3—Collaboration and Consultation
The purposes of this seminar are to explore service delivery options currently available in special education and to assist students to build their collaborative skills, including effective communication and consultation skills.
Seminar 4—Assistive Technology Applications
This seminar assists students to develop an understanding of assistive technology and its role in assisting individuals with disabilities in all areas of life-including education, employment, housing, recreation, and transportation.
Seminar 5—Assessment and Instruction
This seminar assists students in gaining knowledge of formal and informal assessment techniques, how to link assessment to curriculum and instruction, and how to effectively choose, construct, deliver, and evaluate curriculum and instruction to students with diverse learning needs.
Seminar 6—Transition Across the Lifespan
This course provides an in-depth discussion of issues and strategies related to transitions from pre-school through elementary, middle, and high school and into adulthood. Relevant laws, planning, processes, strategies for interagency collaboration, and resources will be highlighted.
K495 Laboratory/Field Experiences in Special Education (cr. arr.: Max. 9) B-I P: Consent of instructor. This course provides the student a field-based, supervised experience with individuals with severe handicaps. It allows the opportunity to interact within school/ work/community settings on a daily basis (three hours/day, five days/week). Specific assignments, which are mutually agreed upon between student, cooperating teacher, and practicum supervisor, are also required.
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L400 Instructional Issues in Language Education (3 cr.) B This course reviews the principles and the current instructional issues related to learning a first or a second language. Besides the general issues of effects of the environment, developmental stages, and basic instructional methodologies, relationships among reading education, English education, and second language education will be explored.
L441 Bilingual Education: Introduction (3 cr.) B-I Introduction to the development of bilingual/bicultural education in the United States-its antecedents, rationale, theories. Comparison of existing bilingual/bicultural programs.
L442 Teaching English Language Learners: Bilingual and English as a New Language (3 cr.) B This course introduces undergraduate student to the theory based instructional methods and activities that are used in bilingual and English as a New Language education programs. In addition, they are introduced to second language development, theoretical applications, and the sociocultural issues involved in teaching language minority students.
L490 Research in Language Education (1-3 cr.) B-I
L491 Alternative Assessment Applications in Language Education (3 cr.) B This course introduces students to classroom applications of the interdisciplinary theoretical tenets that underlie alternative assessment practices. Students will use this knowledge in the on-going assessment of students' content and literacy development in language education, particularly bilingual and ENL programs.
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M101 Laboratory/Field Experience (0-3 cr.) B-I Laboratory or field experience. Grade: S or F.
M130 Introduction to Art Education (3 cr.) B Historical, sociological, and philosophical foundations of education, and the general processes and techniques of teaching as they apply to art teaching.
M135 Self Instruction in Art (1-5 cr.) B A general-interest course in art. Talent and past experience are not important. Students select their own topics from a range of prepared opportunities.
M201 Laboratory/Field Experience (0-3 cr.) B-I Laboratory or field experience for sophomores. Grade: S or F.
M202 Job Search Strategies for Educators (1 cr.) B P: At least junior standing. To provide students entering the job market with the employment skills needed to aid them in their job search, materials processing, interview skill development, and licensure procedures. For many students, this course serves as the capstone experience prior to or during student teaching.
M235 Looking At and Talking About Art (3 cr.) B An introduction to analyzing pictorial images and particular works of art and forming thoughtful opinions about them. The course is specially designed for students with little or no background in art who want to learn how to respond intelligently to what they see.
M300 Teaching in a Pluralistic Society (3 cr.) B-I This course is designed to introduce students to teaching as a profession. Students focus upon the "self as teacher," learning styles, cultural pluralism, and classroom teaching strategies that respond positively to the personal and ethnic diversity of the learner.
M301 Laboratory/Field Experience (0-3 cr.) B-I Laboratory or field experience for juniors. Grade: S or F.
M303 Laboratory/Field Experiences: Junior High/Middle School (0-3 cr.) B-I Laboratory or field experiences at the junior high or middle school level. (May be repeated.) Corequisite with M314 or M330 or M336. Grade: S or F.
M304 Laboratory/Field Experience (0-3 cr.) B-I Laboratory or field experience. Grade: S or F.
M305 Laboratory/Field Experience (0-3 cr.) B Laboratory or field experience. Grade: S or F.
M306 Laboratory/Field Experience (0-3 cr.) B-I Laboratory or field experience. Grade: S or F.
M307 Laboratory/Field Experience (0-3 cr.) B-I Laboratory or field experience. Grade: S or F.
M311 General Methods for Kindergarten/ Elementary Teachers (1-3 cr.) I Explores individualized and interdisciplinary learning methods, measurement and evaluation, teaching process and curriculum development, and the organization of the elementary schools.
M314 (M313) General Methods for Senior High/Junior High/Middle School Teachers (3 cr.) B-I General methodology and organization; knowledge about the teaching process, including general methods, instructional media, measurement, curriculum development and organization of the senior high/junior high/middle school; and techniques to promote individualized and interdisciplinary learning.
M316 Secondary General Methods (1-4 cr.) B This is an introductory course in general teaching strategies for secondary schools with an emphasis on adolescent learning and current issues in curriculum and instruction.
M317 Student Commonality and Diversity (1-3 cr.) B Examines the implications of diversity and the value of cultural sensitivity in education. Students will become familiar with differences in learning and communication styles on the basis of race, gender, ethnicity, religion, socio-economic class, and language; and become familiar with multicultural education in practice and its effects on the curriculum, classroom, and school structure.
M320 Diversity and Learning: Teaching Every Child (6 cr.) I This course integrates information from educational psychology, multicultural and special education to prepare students to teach children in their early childhood and middle childhood years. The content includes child development, learning theory, motivation, and assessment. Students reflect critically on personal assumptions and develop attitudes and beliefs supportive of multicultural education and inclusion.
M322 Diversity and Learning: Reaching Every Adolescent (6 cr.) I This course integrates information from educational psychology, multicultural and special education to prepare students to teach adolescents and young adults. The content includes adolescent development, learning theory, motivation, and assessment. Students reflect critically on personal assumptions and develop attitudes and beliefs supportive of multicultural education and inclusion.
M323 The Teaching of Music in the Elementary Schools (2 cr.) B-I P: Music Z241. Not open to music majors. Fundamental procedures of teaching elementary school music, stressing music material suitable for the first six grades.
M324 Teaching About the Arts (1-3 cr.) B-I Introduction to the importance of the arts in elementary school curriculum. Students are given a foundation of methods and materials in art and music that will enable them to integrate the arts into the general curriculum, supplement art lessons given by school art specialists, and encourage student discussion and understanding of art and music in the world today.
M330 Foundations of Art Education and Methods I (3 cr.) B-I P: H340, P254, M300 and 15 credit hours of art. An introduction to art education theory and related social issues. Supervised art teaching in elementary schools is an important part of this course.
M332 Art Experiences for Elementary Teachers, Part I (2 cr.) I Not open to art education majors. The selection, organization, guidance, and evaluation of two- and three-dimensional art activities in the elementary grades. Laboratory experiences with materials and methods.
M333 Art Experiences for the Elementary Teacher (2 cr.) B-I The selection, organization, guidance, and evaluation of individual and group art activities. Includes laboratory experiences with materials and methods of presenting projects.
M342 Methods and Materials for Teaching Elementary Music (3 cr.) P: MUS E231, EDUC M300, EDUC P254; C: EDUC M401. Detailed study of current teaching techniques for the elementary school music class. Dalcroze, Kodaly, and Orff techniques; review of current textbooks and other materials; classroom recorder and guitar.
M343 Methods and Materials for Teaching Choral Music (2 cr.) B P: MUS E231, MUS G370, EDUC M300, EDUC P254; C: EDUC M401 (0 cr.) A study of vocal pedagogy, development of musicianship, rehearsal techniques, program management, and choral literature for elementary through high school choirs. A section of EDUC M401 Laboratory/ Field Experience is corequisite.
M344 Methods and Materials for Teaching Instrumental Music (3 cr.) P: MUS E231, MUS G370, EDUC M300, EDUC P254; C: EDUC M401. A study of instrumental pedagogy, development of musicianship, rehearsal techniques, and appropriate methods and literature for elementary through high school bands and orchestras.
M346 Exploring Secondary School Science Teaching (2 cr.) B Prerequisite for M446 in Bloomington. An introduction to the study of teaching science includes a review of the issues currently surrounding science teaching, observation/participation in a local middle or secondary school, and assisting either a student or practicing teacher.
M371 Foundations of Art Education (4 cr.) I Historical, sociological, and philosophical foundations of art education; curriculum development; individualized and interdisciplinary learning; instructing K-12 audiences; K-12 school organization; and general processes and practice of teaching art including the creative problem-solving process and interpreting, understanding, and judging art. School and museum field experiences included.
M400 Laboratory /Field Experience (0-3 cr.) I Laboratory or field experience.
M401 Laboratory/Field Experience for Seniors (0-3 cr.) B-I Laboratory or field experience. Grade: S or F.
M403 Laboratory/Field Experiences (0-3 cr.) B Laboratory or field experiences at the high school level. (May be repeated.) Corequisite with the required special methods course. Grade: S or F.
M408 Laboratory/Field Experience (0-3 cr.) I Laboratory or field experience.
M409 Laboratory/Field Experience (0-3 cr.) I Laboratory or field experience.
M411 Laboratory/Field Experience: Middle and Secondary School (1-3 cr.) B Laboratory or field experiences in middle or secondary school science classes. (May be repeated.) Corequisite with M446, Methods of Teaching Senior High/Junior High/Middle School Science.
M412 Teaching of Writing in Middle and Secondary Schools (3 cr.) B Study of current trends, issues, theories, research in literacy, emphasizing the teaching and learning of writing in secondary schools. Addresses linguistic and cultural diversity issues in composition as it explores the complex varied nature of "good" writing and "effective" communication, tracing the implications for composition pedagogy.
M420 The Student Teaching Seminar: Understanding Schools (2 cr.) B Seminar taught as a corequisite with early childhood (M423), kindergarten/primary (M424), elementary (M425), kindergarten (M470), and/or middle/junior high school (M470) student teaching experiences. This seminar will address several issues related to the process of becoming a teacher. Grade: S or F.
M424 Student Teaching: Kindergarten-Primary (1-16 cr.) B-I Full-time supervised student teaching over a full semester, divided equally between a kindergarten and primary grade in a school accredited by the state of Indiana, or an equivalent approved school out of state. The experience is directed by a qualified supervising teacher and has university-provided supervision. Grade: S or F.
M425 Student Teaching: Elementary (1-16 cr.) B-I Full-time supervised student teaching in grades 1-6 for a minimum of ten weeks in an elementary school accredited by the state of Indiana or an equivalent approved school out of state. The experience is directed by a qualified supervising teacher and has university-provided supervision. Grade: S or F.
M430 Foundations of Art Education and Methods II (3 cr.) B P: M330. Advanced study of curriculum developments in art education. Special attention is given to art teaching in secondary schools.
Methods Courses for Subject Matter Concentrations: General Information P: (1) junior standing; (2) 20 credit hours in the subject in which the methods course is to be taken if in the major field, 15 credit hours if in the minor field; (3) admission to the Teacher Education Program; (4) a minimum grade of 2.5 in all education courses and in courses in the major and minor areas (any exceptions are noted under subject concentration). Students applying for student teaching must take their methods course on the campus where they are applying. These special methods courses should be taken during the semester immediately preceding student teaching. Methods courses concern problems of teaching the subject indicated, including the methods, procedures, devices, materials, and outstanding research in the field.
M432 Teaching Foreign Language 5-12 (1-3 cr.) B Development and practice of skills and techniques of teaching foreign language, selection of content and materials, and evaluation of student and teacher performance. Micro and teaching lab included.
M434 Administration of School Bands (2 cr.) B P: Senior standing; EDUC M344 (to be taken during the student teaching semester). Teaching, organization, and administration of school wind and percussion ensembles.
M435 Young Adult Literature (3 cr.) B The course highlights and analyzes recent young adult literature, acknowledging significant earlier texts and their distinguished features. It also considers curricular and pedagogical issues salient to the adoption of multicultural curricula.
M436 Administration of School Orchestra (2 cr.) P: Senior standing; M344 (to be taken during the student teaching semester). Teaching, organization, and administration of school orchestras.
M437 Teaching Science 5-12 (1-3 cr.) B Focus on curriculum decisions teachers make every day. Specifically, students in this course will examine current learning theories and apply these theories to instructional practices at the middle grades and high school.
M440 Teaching Problems and Issues Seminar (3 cr.) B-I A comprehensive examination of teaching problems and issues at the junior high school and middle school levels with special emphasis on solution strategies in various contexts.
M441 (M442) Methods of Teaching Senior/Junior High/Middle School Social Studies (1-4 cr.) B-I Develops concepts and theories from social science, humanities, and education into practices of successful social studies instruction. Integrates social issues and reflective thinking skills into the social studies curriculum. Emphasis on curriculum development skills and building a repertoire of teaching strategies appropriate for middle/secondary school learners. Includes micro-teaching laboratory.
M442 Teaching Secondary School Social Studies (3 cr.) I Includes consideration of philosophical and psychological perspectives, development and practice of skills and techniques, selection of content and materials, and evaluation of student and teacher performance. Micro-teaching laboratory included.
M445 Methods of Teaching Foreign Language (1-4 cr.) B-I Development and practice of skills and techniques for teaching foreign languages, selecting content and materials, and evaluating student and teacher performance. Micro-teaching laboratory included. This course should be taken during the semester immediately preceding student teaching. (Sem. I only)
M446 (M449) Methods of Teaching Senior High/Junior High/Middle School Science (1-5 cr.) B-I P: 35 credit hours of science. Bloomington only, M346. Designed for students who plan to teach biology, chemistry, earth science, general science, or physics in the junior high/middle school or secondary school. Assignments and credit will be differentiated for graduate students.
M451 Student Teaching: Junior High/Middle School (1-16 cr.) B-I Full-time supervised student teaching for a minimum of 10 weeks in a junior high or middle school accredited by the state of Indiana or an equivalent approved school out of state. The experience is directed by a qualified supervising teacher and has university-provided supervision. Grade: S or F.
M452 (M447) Methods of Teaching English in the Senior High/Junior High/Middle School (1-5 cr.) B-I Methods, techniques, content, and materials applicable to the teaching of English in secondary schools, junior high schools, and middle schools. Experiences provided to assess ongoing programs in public schools and to study materials appropriate for these programs.
M456 Methods of Teaching Physical Education (3 cr.) B-I P: General Methods M314. Development and organization of teaching materials for various teaching styles found in the elementary and secondary public schools. Includes demonstration of teaching skills in laboratory sessions and class management concepts.
M457 (M448) Methods of Teaching Senior High/Junior High/Middle School Mathematics (2-4 cr.) B-I P: 30 credit hours of mathematics. Study of methodology, heuristics of problem solving, curriculum design, instructional computing, professional affiliations, and teaching of daily lessons in the domain of secondary and/or junior high/middle school mathematics. (Sem. I only)
M458 Methods of Teaching Health and Safety (3 cr.) B For health and safety majors only.
M459 Teaching Mathematics 5-12 (1-3 cr.) B This course will focus on the curriculum and instruction issues that teachers make every day in the classroom. Specifically, students in the course will examine current theories and apply these theories to instructional practices.
M463 Methods in Speech and Hearing Therapy (3 cr.) B Emphasis on school organizational patterns and administrative policies; relevant federal and state legislation; caseload determination; and service delivery models. Offered during the first eight weeks of each semester.
M464 (M462) Methods of Teaching Reading (3 cr.) B-I Focuses on middle, junior high, and senior high school. Curriculum, methods, and materials for teaching students to read more effectively.
M469 Content Area Literacy (1-3 cr.) B-I Focuses on middle, junior, and senior high school. Curriculum, methods, and materials for teaching students to read and learn more effectively in all content areas.
M470 Practicum (3-8 cr.) B Instructional experience under the direction of an identified supervising teacher, with university-provided supervision in the endorsement or minor area, and at the level appropriate to the area, and in an accredited school within the state of Indiana unless the integral program includes experience in an approved and accredited out-of-state site. The practicum may be full- or part-time, but in every instance the amount of credit granted will be commensurate with the amount of time spent in the instructional setting. Grade: S or F.
M471 Undergraduate Seminar in Music Education (1 cr.) B A practical orientation to the personal and professional problems that attend the student teaching experience. On site visitation. Permission of the instructor required.
M472 Teaching Art in the Elementary School (3 cr.) I P: M371, C311. Develops understanding and appreciation of teaching, with emphasis on teaching in the elementary schools. Includes curriculum and lesson planning, organization of materials and ideas, and techniques of classroom management. To be taken concurrently with M301, which encompasses off-campus experiences in the elementary schools.
M473 Teaching Art in the Secondary Schools (3 cr.) I P: M371, C311. Develops understanding and appreciation of teaching, with emphasis on teaching art in the secondary schools. Includes advanced studies of curriculum and lesson planning, classroom organization, and management techniques. Must be taken concurrently with M401, which encompasses Herron Saturday School experience.
M474 Undergraduate Seminar in Music Education (1-2 cr.) B P: Consent of instructor. An eight-week course taken in the same semester as student teaching. Current literature in music education, with individual projects concerned with music learning in the schools.
M477 Methods of Teaching in Health Occupations Education (3-5 cr.) I Teaching methods and techniques, and choices of material and equipment, with emphasis on evaluation.
M4782 Methods of Teaching High School Speech (4 cr.) B-I Includes methods of teaching speech and theatre.
M480 Student Teaching: Senior High/Junior High/Middle School (1-16 cr.) B-I Full-time supervised student teaching for a minimum of ten weeks in a junior high/middle school or senior high school accredited by the state of Indiana, or an equivalent approved school out of state. The experience is directed by a qualified supervising teacher and has university-approved supervision. Grade: S or F.
M482 Student Teaching: All Grades (1-16 cr.) Full-time supervised student teaching in the areas of visual arts, music, physical education, special education, or school library/media services for a minimum of ten weeks at an elementary school, junior high/middle school, and/or senior high school accredited by the state of Indiana, or an equivalent approved school out of state. The experience is directed by a qualified supervising teacher and has university-provided supervision. Grade: S or F.
M483 Teaching Social Studies 5-12 (1-3 cr.) B Historical and contemporary roles of social studies will be explored with an emphasis on roles played by history, the social sciences, and the humanities. Particular attention is given to development of skills essential to successful social studies instruction and a resource bank of instructional ideas.
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N343 Mathematics in the Elementary School (1-6 cr.) B-I Emphasizes the developmental nature of mathematical ideas and processes and the role of mathematics in the elementary school curriculum. Public School participation required.
N443 Teaching Elementary Mathematics Problem Solving (1-6 cr.) B-I The teaching and learning of problem solving. Topics include types of problems, appropriate instructional sequences, strategies for solving problems, factors related to problem difficulty, evaluating problem-solving learning. Work with elementary school children is included. May be repeated.
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G203 Communication in the Classroom (3 cr.) B Students study counseling theories and techniques for application to teaching. They learn methods of building community in the classroom, and ways to encourage student participation and respect for others. Students learn techniques and attitudes of group dynamics and leadership. Other topics of communication covered: conflict resolution, active listening, parent-teacher communication.
P249 Growth and Development in Early Childhood (3 cr.) B-I Focuses on the cognitive, social, affective, and physical development of the child during the early years of life. The goal of understanding the growing child from multiple perspectives guides the study of theory and research on child development. Theoretical study is integrated with observations of and experiences with children in a way that increases the insights and competence of the teacher of young children. Addresses the unique developmental problems of special groups of children—handicapped, economically deprived, and members of minority groups.
P250 General Educational Psychology (1-4 cr.) The study and application of psychological concepts and principles as related to the teaching-learning process; introduction to classroom management; measurement/ evaluation; disability awareness.
P251 Educational Psychology for Elementary Teachers (1-4 cr.) B-I The application of psychological concepts to school learning and teaching using the perspective of development from childhood through preadolescence. Special attention is devoted to the needs of the handicapped.
P254 Educational Psychology for Teachers of All Grades (1-4 cr.) B-I The application of psychological concepts to school learning and teaching in the perspective of development from childhood through adolescence. Special attention is devoted to the needs of the handicapped.
P255 (P253) Educational Psychology for Middle and Secondary School Teachers (1-4 cr.) B-I The application of psychological concepts to school learning and teaching in the perspective of development from the beginning of preadolescence through adolescence. Special attention is devoted to the needs of the handicapped.
P256 Psychology and Education in Elementary Schools (1-3 cr.) B Provides a base of knowledge about child/adolescent development, the conditions and strategies that can influence development and learning through education, and the relevance of the characteristics of the educator for determining the effectiveness of education. Particular attention is given to common and diverse characteristics of individuals and groups.
P257 Psychology and Education in Secondary Schools (1-3 cr.) B Provides a base of knowledge about child/adolescent development, the conditions and strategies that can influence development and learning through education, and the relevance of the characteristics of the educator for determining the effectiveness of education. Particular attention is given to common and diverse characteristics of individuals and groups.
P314 Life Span Development (3 cr.) P: PSY P101 or equivalent. A course surveying human development from infancy through old age, emphasizing the life span perspective on development. Major theories, current and classical research findings, and educational implications for all life stages from birth to death.
P348 Foundations of Child Growth and Development: Focus on Birth to Age 3 (3 cr.) B Students will examine historical as well as contemporary theories of child growth and development for typically and atypically developing children throughout the early childhood period. All facets of development will be examined including physical, emotional, social, language, and cognitive development. Particular focus will be on prenatal to age three development.
P351 Foundations of Child Development: Focus on 3 to 8 year old children (1 cr.) B Students will examine child growth and development for typically and atypically developing children, including physical, emotional, social, language, and cognitive development. Particular focus will be on 3- to 8-year old children.
P444 Applied Cognition and Learning Strategies (3 cr.) B Survey of applied cognitive psychology, including information processing, schema theory, cognitive and metacognitive learning strategies, reading comprehension, mnemonic devices and other study skills, expert-novice research, technology-related learning supports, process and protocol analysis, problem representation and problem solving in math, and new assessment tools and measures.
P450 Child Development Seminar (3 cr.) B Students will revisit child development theories, issues, and trends, discussing the direct application of this information in the preschool, kindergarten, and primary grade classrooms in which they are student teaching.
P465 Childhood Socialization (3 cr.) B P: P249 or equivalent. Social development in childhood. Topics include socialization settings, including family, day care, and school; identity development, including self-concept and self-esteem as well as race, ethnic, and gender identity; language and communication; and interactive competence, including altruism and prosocial development, aggression, and friendship and peer relations.
P490 Research in Educational Psychology (1-3 cr.)
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Q200 Introduction to Scientific Inquiry (1-3 cr.) B-I Course provides the elementary education major with background in the science process skills needed to complete required science courses.
Q405 Integrated Science Lab/Field Experience (1-3) B Lab for integrated science course for elementary education majors with science area of concentration. Lab for 1 credit for elementary certification for grades 1-6. For 3 credits integrates field experience at middle school level for middle school certification with lab component. Must be taken concurrently with COAS E405.
Q446 Field Experience/Methods Linkage (0-3 cr.) B
Q490 Research in Science Education (1-6 cr.) B-I Individual research and study in science education.
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R311 Introduction to Instructional Technology (3 cr.) B This course offers an introduction to the field and profession of instructional technology. It includes the historical and accepted views of the field as well as direction in applying instructional design processes toward the student's primary field of study.
R341 Multimedia in Instructional Technology (3 cr.) B This course is focused on the development of skills using the latest multimedia tools for instructional technology. Significant attention is made to interface design, message design, and appropriate matching of media tools with specific goals and contexts.
R347 Impact of Games and Simulations in Instruction (3 cr.) B This course examines the potential of gaming, simulations, and virtual environments for the purpose of instruction. It also addresses their social, cognitive, and affective impact on users. Taxonomies, goals, production roles and techniques are examined in detail.
R441 Development and Management in Instructional Technology (3 cr.) B This course focuses on the role of the Instructional Technology Manager/Consultant by observing ongoing projects in a wide variety of contexts and examining management strategies. Students will generate reports and technology prototypes from these observations to satisfy stated goals.
R481 Specialized Project in Instructional Technology (3 cr.) B This course is a capstone course that focuses on an individual or group project. The goal is to bring closure to the knowledge and skills addressed in the cognate course sequence. The project development is to be instructional technology focused with content and context in the student's major.
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S400 Field-Based Seminar in Teacher Education (2-4 cr.) Discussion of issues in secondary education and exploration of problems of the field. Students spend approximately one day each week in the schools, satisfying performance standards for teacher certification. May be repeated. Instructor's permission required. Grade: S or F.
S405 The Middle and Junior High School (3 cr.) The course provides future middle and junior high teachers with an understanding of how early adolescent students and school structures impact curriculum, instruction and classroom management decisions. The course meets the middle/junior high school endorsement requirement for elementary school majors.
S420 Teaching and Learning in the Middle School (3 cr.) I Middle schools operate on unique philosophical and organizational foundations. This course will explore the design of middle schools and the ways teachers work to meet the needs of a diverse range of learners, including those with specific needs. Preservice teachers will develop the skills needed to provide challenging learning opportunities for young adolescent learners.
S490 Research in Secondary Education (1-3 cr.) B-I Individual research.
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T450 Cultural/Community Forces and the Schools (3 cr.) B Promotes modification of instructional strategies within diverse educational settings by providing opportunities to analyze community forces and cultures through cultural orientation workshops, culturally focused readings, direct residential participation in community-related activities, and biweekly preparation of cultural summary reports.
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U205 Human Development Opportunities for College Students (1-3 cr.) B-I Opportunities are given for students to better understand their personal development, to learn and use human relations skills, to assess humanistic issues in both personal and societal terms, and to establish goals for the future. Class emphasis will vary, depending upon student needs and the specific topics to be addressed.
U206 Orientation to College Life (1-3 cr.) B-I P: Freshman or sophomore standing or consent of the instructor. This course will focus on transition: advancing from high school to IU, transferring from a two- or four-year college to IU, or returning to academic life as an adult student.
U207 Leadership Training (1-3 cr.) B-I Leadership development and training. Topics may include theories of leadership, group dynamics, organizational theory, and other issues of interest to current or potential student leaders.
U208 Training for Paraprofessionals in Student Affairs (1-3 cr.) B-I Development of specific skills for paraprofessional student staff such as resident advisors (RAs) and student orientation leaders. Topics may include theories of student development, leadership skills, crisis intervention, confrontation skills, and information about appropriate university policies and resources.
U210 Survival Skills at IU (0-3 cr.) This course will focus on survival skills for new students. Topics may include strategies for building self-esteem, increasing assertiveness, managing time, goal setting, and other nonacademic skills which can assist novice students.
U211 Community Development (1-3 cr.) This topical seminar will focus on community development for students living in residence halls, Greek-letter housing units, living-learning groups, and other naturally occurring or self-selected living groups. Topics may include community building, conflict resolution, and group dynamics.
U212 Current Issues in Undergraduate Life (1-3 cr.) This course is a topical seminar that will address issues of interest to new undergraduates. Topics may include student diversity and campus life, the role and status of college women, or college students and alcohol.
U450 The Undergraduate Student Personnel Assistant (1-2 cr.) B Prepares undergraduate students to serve as student assistants in student personnel administration, e.g., orientation student assistant, undergraduate resident assistants.
U495 Seminar in Leadership Training (1-3 cr.) B The theory and practice of group work, leadership techniques, communication, human relations, problem solving, and decision making. Cases emphasize the role of the student leader in the total university community.
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W200 Using Computers in Education/Microcomputing for Education: An Introduction (1-3 cr.) B-I Required of all students pursuing teacher education. Introduction to instructional computing and educational computing literature. Hands-on experience with educational software utility packages and commonly used microcomputer hardware.
W204 Programming for Microcomputers in Education (3 cr.) I Develops programming skills necessary for using a computer and for understanding computer programming as it applies to teaching. Not offered for credit if W201 or W202 have been taken.
W205 Microcomputer Graphics for Teachers (3 cr.) B P: EDUC W200 or its equivalent. The course includes programming in high- and low-resolution graphics to generate graphs, letter forms, pictures, and diagrams. Students will also work on selected software and peripherals. The primary focus is on the application of computer graphics to teaching in elementary and secondary schools.
W210 Survey of Computer-Based Education (3 cr.) B-I P: EDUC W200 or permission of instructor. The first course for the endorsement in educational computing. Proficiency in the use of application programs. Study of social, moral, and technological issues of educational computing.
W220 Technical Issues in Computer-Based Education (3 cr.) B-I P: EDUC W210. An examination of computer hardware and peripheral devices in classroom settings (e.g., networking, communications, and hypermedia). Understanding of educational applications of a programming or authoring language.
W310 Computer-Based Teaching Methods (3 cr.) B-I Integration of educational technology into the school curriculum; methods of teaching computer literacy, computing skills, and programming at K-12 levels; principles of educational software design and evaluation; staff development techniques.
W410 Practicum in Computer-Based Education (3-6 cr.) B-I The culminating experience for the computer endorsement. Either six weeks of full-time fieldwork or 12 weeks of half-time fieldwork in an educational setting that incorporates instructional computing.
W450 Research in Instructional Computing (1-3 cr.) B-I Research in instructional computing.
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X100 Practice in Reading and Study for Self-Improvement (0 cr.)3 Attempts to discover weaknesses in the student's methods of reading and study, and to provide remedial exercises. Much of the work is done on an individual basis.
X101 Techniques in Textbook Reading (2-3 cr.) B-I Instruction and guided practice in techniques for learning from printed materials. Emphasis is on gaining information from texts, practicing retrieval, and discussing concepts. Much of the work is done on an individual basis.
X150 Reading/Learning Techniques I (1-3 cr.) B-I Emphasis on mechanics of reading, flexibility in reading, styles of learning, listening comprehension, vocabulary development, word attack, reading comprehension, and reading rate.
X151 Reading/Learning Techniques II (1-3 cr.) B-I Designed to develop higher levels of learning skills, with instruction and practice in critical reading and listening, understanding and applying principles, and methods of learning.
X152 Reading/Learning Techniques III (1-3 cr.) B-I Offered in two options: reading/ rate course with major topics covering reading rate development, comprehension power, skimming, and scanning; or as individualized study for students who wish to work in a special area in conjunction with an instructor on an individually designed program. Variable title.
X153 Reading and Reasoning for the New College Student (2-3 cr.) B Emphasis on transition to college level analytical and critical reading, including argument analysis; convergent, divergent, and constructive reading of texts; and concept/theme building through reading. Experiences in the main library and career services center are provided. Students address issues of commitment and persona; responsibility for college learners.
X155 Critical Reading and Research Seminar (3 cr.) B Focus is on academic literacy for high achieving or honors students including critical reading on challenging materials, inquiry, acclimation to the environment of high expectations and both social and intellectual diversity of a university campus. Readings and inquiry center on a theme selected for particular groups.
X156 College and Life Long Learning (1-2 cr.) B Students attend 11 public workshops on a wide range of reading, study, and learning skills topics offered by the Student Academic Center and meet for 13 individual conferences with instructors or peer mentors to discuss concepts and application. Emphasis is developing on positive and eliminating negative behaviors.
X157 Key Strategies for Academic Success (1-3 cr.) B Three one-hour modules cover personal aspects of learning, college-level intellectual skills and strategies, and performance on examinations. These may be taken singularly or in any combination and/or order for a maximum of 3 credit hours.
X158 Culture of College (3 cr.) B This course presents a comprehensive view of college as a culture to be learned and understood while developing academic and personal skills that support success. It is intended for students on academic probation or entering students who would benefit from sustained support for a full semester.
X159 Connecting with Campus Resources (2 cr.) B Students construct a plan for academic success in consultation with instructors and peer mentors and seek out resources and experiences to fulfill that plan, and complete collaborative and writing activities to enrich their insights. Focus is on learning to function as active members of the campus learning community.
X400 Diagnostic Teaching of Reading in the Classroom (3 cr.) Diagnosis of reading difficulties and solution to problems through research, conference, and practice in the use of materials and equipment.
X401 Critical Reading in the Content Area (1-3 cr.) B Aids elementary and secondary teachers in the development of instructional strategies that assist students in the comprehension, critical analysis, and integration of ideas presented in print material of various subject matter areas.
X425 Practicum in Reading (1-6 cr.) B-I P: X400 or E339-41 or E331-32; or consent of instructor. Students will work in selected elementary and secondary classrooms diagnosing reading problems and developing students' reading competence.
X460 Books for Reading Instruction (3 cr.) B Examines use of trade books and non-text materials for teaching language arts and reading K-8. Special sections may focus on specific student populations. Section emphasis announced each semester.
X470 Psycholinguistics for Teachers of Reading (1-3 cr.) B-I Explores the linguistic and cognitive dimensions of language. Discusses relationships among the systems of language and among the various expressions of language. Always includes topics on semantics, grammar, and dialect.
X490 Research in Language Education (1-6 cr.) B-I Individual research.
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For descriptions of courses required for teacher certification that are offered by other schools on the campus, see the catalogs of those schools.
Course currently under revision.
Offered at the regional campuses only.