Courses
Elementary Education (E)
- EDUC-E 113 Piano Class Instruction I (2 cr.)
- EDUC-E 201 Multicultural Education & Global Awareness (1-3 cr.) Examines educators' and students' responsibilities in a complex and interdependent world. Students will be guided to develop the skills, knowledge, and attitudes needed to live effectively in a world of limited resources, ethnic diversity, cultural pluralism, and increasing interdependence, and confidence with which to face the future.
- EDUC-E 210 Learning in Social Context (9 cr.) 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.
- EDUC-E 215 Curriculum and Pedagogy (3 cr.) Addresses 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.
- EDUC-E 241 Introduction to Music Fundamentals (0-4 cr.)
- EDUC-E 300 Elementary Education for a Pluralistic Society (3 cr.) P: ENG-W 131 or ENG-W 170 or CMLT-C 110 with minimum grade of C. An overview of the principles of multicultural education. An introduction to major ethnic and minority groups in the United States. An historical view of the status of culturally different learners in elementary schools. A focus upon teaching strategies and curricular innovations for culturally diverse classrooms.
- EDUC-E 305 Infusion of Technology (3 cr.) 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. Instead of 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. May be repeated.
- EDUC-E 310 Legal/Ethical Issues (1-3 cr.) 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. Graded S/F.
- EDUC-E 316 Equipment and Play Materials (3 cr.)
- EDUC-E 317 Practicum Early Childhood Education (3-4 cr.) Methods and materials used in the education of children from three to six years of age. Observation and participation. Grade: S/F.
- EDUC-E 320 Multiple Literacies (9 cr.) 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.
- EDUC-E 321 Science for Early Childhood (1 cr.) 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-four years). Open to non-early childhood majors by permission of the instructor.
- EDUC-E 322 Diversity and Social Justice I (3 cr.) 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.
- EDUC-E 323 Social Studies Science for Elementary School I (0-3 cr.)
- EDUC-E 324 Teaching Mathematics and Science for All Students (9 cr.) Prepares prospective elementary school teachers to teach mathematics and science in an integrated, discovery-based environment. A major goal of this course is to promote student familiarity with the conceptual understanding and skills necessary for teaching in a manner that promotes the inclusion of all pupils. Constructivism, the History and Philosophy of Science, and Technology and Society comprise three strands that further the aim of democratic teaching as applied to mathematics and science.
- EDUC-E 325 Social Studies in the Elementary Schools (1-4 cr.) P: Department consent. Admission to the Teacher Education Program. Emphasizes the development of objectives, teaching strategies, and evaluation procedures that facilitate the social learning of young children. Special attention given to concept learning, inquiry, decision making, and value analysis. May be repeated.
- EDUC-E 326 Diversity and Social Justice II (3 cr.) Students will develop curriculum for mathematics and science 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.
- EDUC-E 328 Science in the Elementary Schools (1-3 cr.) P: Department consent. Admission to the Teacher Education Program. 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. May be repeated.
- EDUC-E 330 Infant Learning Environments (3 cr.) Appropriate instructional strategies to enhance infant-toddler development, care giving 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.
- EDUC-E 335 Introduction to Early Childhood Education (3 cr.) This course has a dual focus. The first involves an overview of the field including an 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.
- EDUC-E 336 Play as Development (3 cr.) P: Department consent. Admission to the Teacher Education Program. 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.
- EDUC-E 337 Classroom Learning Environments (3 cr.) 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 them to stimulate children's development, are major focuses.
- EDUC-E 338 The Early Childhood Educator (3 cr.) 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.
- EDUC-E 339 Methods of Teaching Language Arts (2-3 cr.) P: Department consent. Admission to the Teacher Education Program. This course describes and appraises the materials, methods and techniques employed in an elementary school developmental language arts and reading program. May be repeated.
- EDUC-E 340 Methods of Teaching Reading I (2-3 cr.) P: Department consent. Admission to the Teacher Education Program. This course describes and appraises the methods, materials, and techniques employed in diagnosing learning problems in elementary language arts and reading program. May be repeated.
- EDUC-E 341 Methods of Teaching Reading II (2-3 cr.) P: EDUC-E 339 or EDUC-E 340. C: EDUC-E 339 or EDUC-E 340. This course describes and appraises the materials, methods, and techniques employed in diagnostic and corrective instruction in reading programs. Public school participation required. May be repeated.
- EDUC-E 342 Reading and Language Arts Methods (K-12) (3 cr.) P: Department consent. Admission to the Teacher Education Program. 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.
- EDUC-E 343 Mathematics in the Elementary Schools (1-3 cr.) P: Department consent. Admission to the Teacher Education Program. Emphasizes the developmental nature of the arithmetic process and its place as an effective tool in the experiences of the elementary school child. May be repeated.
- EDUC-E 348 Foundations of Early Childhood Education I (1-10 cr.) P: Department consent. Admission to the Teacher Education Program. 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 needed to facilitate healthy growth, development, and learning in all young children. May be repeated.
- EDUC-E 349 Teaching and Learning for All Young Children I (1-7 cr.) P: Department consent. Admission to the Teacher Education Program. 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. May be repeated.
- EDUC-E 350 Personal and Professional Growth (1 cr.) Prepares students for the emotional, social, and intellectual challenges of student teaching; and to help students make a successful transition from undergraduate to professional culture. Graded S/F.
- EDUC-E 351 Foundations of Early Care and Education II (1-10 cr.) P: Department consent. Admission to the Teacher Education Program. 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.
- EDUC-E 352 Teaching and Learning for Children Ages 3-5 (1-10 cr.) P: Department consent. Admission to the Teacher Education Program. 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.
- EDUC-E 353 Foundations of Early Care and Education III (1-5 cr.) P: Department consent. Admission to the Teacher Education Program. Students will examine how historical, social, 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.
- EDUC-E 354 Teaching and Learning for All Young Children III: Focus on K/Primary (1-12 cr.) Engages students in the development, implementation, and assessment of curricula for all children in K-Grade 3 classrooms. Content areas of mathematics, social studies, science, literacy, and art will be emphasized.
- EDUC-E 400 Education in the Inner City (3 cr.)
- EDUC-E 425 Senior Seminar in Teaching and Schooling (3 cr.) Assists students in reflecting on their university education and on their experiences in the public schools. Students will explore in depth an educational issue that has significant philosophical, social, and ethical dimensions, and that has implications for the practice of teaching. The course will help synthesize previous activities and investigations, as students develop further their own values and orientations on the meaning of teaching for a democratic society.
- EDUC-E 431 Seminar in Early Childhood Education 1-4 (1-2 cr.) The early childhood seminar, held each semester of the program, assures the interrelatedness of theory and practice and provides continuity to all the other professional activities. It will serve to help the student develop an awareness of himself as a person and as a professional. Graded S/F.
- EDUC-E 432 Practicum in Early Childhood Lab 1-4 (1-8 cr.) The practicums in early childhood education inter-relate theory and practice, and help provide continuity to the overall program. The practicums help the student by providing opportunities to integrate various components of professional development through application of pedagogical knowledge and skills. Graded S/F.
- EDUC-E 449 Trade Books and the Classroom Teacher (3 cr.) 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.
- EDUC-E 450 Senior Seminar and Student Teaching I (1-15 cr.) P: Senior status and completion of all professional education coursework with a C or better grade. Students will student teach either in a preschool or an 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 will teach in the early primary placement for E451 if they taught in the preschool for E450, or the preschool placement if they do the primary for E450. Graded S/F.
- EDUC-E 451 Senior Seminar and Student Teaching II (1-15 cr.) Students will student teach either in a preschool or an early primary grade placement for 12 weeks. (If they completed their preschool placement in E450, they will do their eraly primary placement; if they completed their early primary experience, they will be placed in a preschool.) Students will attend an accompanying senior seminar that 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. Graded S/F.
- EDUC-E 490 Research in Elementary Education (1-3 cr.) Individual research in elementary education. Variable title. May be repeated.
- EDUC-E 495 Workshop in Elementary Education (1-6 cr.) For elementary school teachers. Gives 1 credit hour for each week of full-time work. Variable title course. Graded S/F. May be repeated.
