Courses
- EDUC-E 201 Multicultural Education and Global Awareness (3 cr.) This course examines educator's and student's responsibility (ies) 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, and cultural pluralism. Taught as a writing intensive course at IUPUI.
- EDUC-E 321 Science for Early Childhood (3 cr.) Early childhood conceptions of natural phenomena as well as children's inferences explored. Children's learning from ages 2 through 8 is of primary interest. Required of students seeking the standard license for kindergarten through primary teaching (K-3) including early childhood (infant-4 years). Open to non-early childhood majors by permission of the instructor.
- EDUC-E 325 Social Studies in the Elementary Schools (3 cr.) 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.
- EDUC-E 328 Science in the Elementary Schools (3 cr.) 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.
- EDUC-E 329 Stem in the Elementary School (3 cr.)
STEM (science, technology, engineering and mathematics) in the elementary school will focus on best practices in inquiry teaching in the elementary school. Students will learn about project based learning, inquiry learning of STEM in an integrated classroom. Students will investigate and critique the inequitable practices that can be associated with science learning in school environments.
- EDUC-E 331 Literacy Methods in the Early Grades (3 cr.) This course examines methods for teaching literacy in the early elementary grades.
- EDUC-E 332 Mathematics Methods in the Early Grades (3 cr.) This course examines methods for teaching mathematics in the early elementary grades.
- EDUC-E 340 Methods of Teaching Reading I (2-3 cr.) Describes the methods, materials, and techniques employed in elementary school developmental reading programs.
- EDUC-E 341 Methods of Teaching Reading II (2-3 cr.) P: EDUC-E 339 and EDUC-E 340. Describes the methods, materials, and techniques employed in diagnosis and corrective instruction in elementary school reading programs.
- EDUC-E 343 Math in the Elementary Schools (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.
- EDUC-E 345 Language Arts and Mathematics for Young Children (6 cr.) Methods of developing language, cognition, reading and mathematical readiness; mathematical thinking through play, the arts, and directed experiences; design of curriculum and appropriate teaching strategies for young children.
- EDUC-E 351 Foundations of Early Care and Education (1-10 cr.) Students will examine how historical, social and political factors influence the growth, development, and learning of the pre-school/kindergarten child. They will examine how these factors influence the pre-school/kindergarten child's educational experiences and how programs should be designed to address the needs of all children. Field experience required.
- EDUC-E 449 Trade Books and the Classroom Teacher (3 cr.) Emphasizes the use of trade books in language and reading in elementary classrooms.
- EDUC-E 495 Workshop in Elementary Education (arr. cr.) For elementary school teachers. Gives 1 credit hour for each week of full-time work.
- EDUC-F 110 Windows on Education (2-3 cr.) First year seminar to support incoming freshmen interested in teaching as a career. The course will facilitate students’ efforts to navigate university life while making an informed decision regarding career choices. The EDUC-F 110 will serve as the First Year Seminar that may be linked to EDUC-F 200: Examining Self as a Teacher.
- EDUC-F 200 Examining Self as a Teacher (3 cr.) 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.
- EDUC-F 401 Topical Exploration in Education (0-3 cr.) Explores various topics of relevance to education, both in the United States and abroad.
- EDUC-H 340 Education and American Culture (3 cr.) The present educational system: its social impact and future implications viewed in historical, philosophical, and sociological perspective.
- EDUC-H 341 American Culture and Education (3 cr.) 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.
- EDUC-H 440 Capstone Seminar in American Elementary Education (3 cr.) This course serves as a capstone seminar in foundations for senior elementary education students. It covers essential content knowledge, theory and themes in educational history, sociology, and philosophy. It also addresses key issues for understanding the professional world of teachers. It is linked to extensive field experience including student teaching.
- EDUC-K 306 Teaching Students with Special Needs in Secondary Classrooms (3 cr.) This course includes an overview of the skills and knowledge necessary for effective instruction of students with disabilities in inclusive secondary programs.
- EDUC-K 307 Methods for Teaching Students with Special Needs (3 cr.) 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.
- EDUC-K 420 Assistive Technology in Special Education (3 cr.) Develops a basic understanding of Assistive Technology and its potential impact on the daily lives of individuals with disabilities. Explores the options available for children and youth as well as the legislation that regulates its use.
- EDUC-K 426 Seminar 4: Assessment and Instruction (3 cr.) This seminar teaches students how to gain 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.
- EDUC-K 441 Seminar 6: Transition Across the Lifespan (3 cr.) 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.
- EDUC-K 448 Seminar 1: Individuals and Families in School and Society (3 cr.) 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, and academic, social/emotional, behavioral, and environmental issues.
- EDUC-K 465 Seminar 3: Collaboration and Service Delivery (3 cr.) The purposes of this seminar are to explore service delivery options currently available in special education and to assist students in building their collaborative skills, including effective communication and consultation skills.
- EDUC-L 400 Instructional Issues in Language Education (3 cr.) Reviews the principles and 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.
- EDUC-L 441 Bilingual Education: Introduction (3 cr.) Introduction to the development of bilingual/ bicultural education in the United States and its antecedents, rationale, and theories. Comparison of existing bilingual/bicultural programs.
- EDUC-L 442 Methods for Bilingual Teaching (3 cr.) P: EDUC-L 441. Methods of teaching the content areas in a bilingual setting, including techniques of linguistic analysis.
- EDUC-L 490 Research in Language Education (1-3 cr.) Individual research and study in language education.
- EDUC-M 201 Laboratory/Field Experience (0-3 cr.) Laboratory or field experience for sophomores. Grade: S or F.
- EDUC-M 301 Laboratory/Field Experience (0-3 cr.) Laboratory or field experience for juniors. Grade: S or F.
- EDUC-M 303 Laboratory/Field Experiences: Junior High/Middle School (0-3 cr.) C: EDUC-M 314, EDUC-M 330, or EDUC-M 336. B-I Laboratory or field experiences at the junior high or middle school level. Grade: S or F. May be repeated.
- EDUC-M 317 Student Commonality and Diversity (1-3 cr.) 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.
- EDUC-M 320 Diversity and Learning: Teaching Every Child (6 cr.) This course integrates information from educational psychology and multicultural and special education to prepare students to teach children in their early childhood and middle childhood years. The content includes childhood development, learning theory, motivation, and assessment. Students reflect critically on personal assumptions and develop attitudes and beliefs supportive of multicultural education and inclusion.
- EDUC-M 322 Diversity and Learning: Reaching Every Adolescent (6 cr.) This course integrates information from educational psychology and 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.
- EDUC-M 324 Teaching About the Arts (1-3 cr.) 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.
- EDUC-M 330 Foundations of Art Education and Methods I (3 cr.) P: H 340, P 254, M 300 and 15 credit hours of studio art courses. An introduction to art education theory and related social issues. Supervised art teaching in elementary schools is an important part of this course.
- EDUC-M 371 Foundations of Art Education (4 cr.) 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 practices of teaching art, including the creative problem-solving process, along with interpreting, understanding, and judging art. School and museum field experiences included.
- EDUC-M 401 Laboratory/Field Experience for Seniors (0-3 cr.) Laboratory or field experience. Grade: S or F.
- EDUC-M 402 Laboratory/Field Experience for Seniors (0-3 cr.) Laboratory or field experience. Grade: S or F.
- EDUC-M 403 Laboratory/Field Experience (0-3 cr.) Laboratory or field experiences at the high school level. Corequisite with the required special methods course. Grade: S or F. May be repeated.
- EDUC-M 404 Laboratory/Field Experience for Seniors (0-3 cr.) Laboratory or field experience. Grade: S or F.
- EDUC-M 405 Laboratory/Field Experience for Seniors (0-3 cr.) Laboratory or field experience. Grade: S or F.
- EDUC-M 425 Student Teaching: Elementary (1-16 cr.) Full-time supervised student teaching in grades 1-6 for a minimum of 10 weeks in an elementary school accredited by the state of Indiana, or in 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.
- EDUC-M 442 Teaching Secondary School Social Studies (4 cr.) 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 on building a repertoire of teaching strategies appropriate for middle/secondary school learners. Includes micro-teaching laboratory.
- EDUC-M 445 Methods of Teaching Foreign Languages (1-4 cr.) 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)
- EDUC-M 446 Methods of Teaching Senior High/Junior High/Middle School Science (1-5 cr.) P: 35 credit hours of science. 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.
- EDUC-M 451 Student Teaching: Junior High/Middle School (1-16 cr.) 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 in 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.
- EDUC-M 452 Methods of Teaching English in the Senior High/Junior High/Middle School (1-5 cr.) 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.
- EDUC-M 456 Methods of Teaching Physical Education (3 cr.) P: EDUC-M 314. Development and organization of teaching materials for various teaching styles found in the elementary and secondary public schools. Includes class management concepts and demonstration of teaching skills in laboratory sessions.
- EDUC-M 457 Methods of Teaching Senior High/Junior High/Middle School Mathematics (2-4 cr.) 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)
- EDUC-M 469 Content Area Literacy (1-3 cr.) 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.
- EDUC-M 470 Practicum (3-8 cr.) 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. Placement will be 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.
- EDUC-M 472 Teaching Art in the Elementary School (3 cr.) P: EDUC-M 371, HER-C 311. C: EDUC-M 301. 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 EDUC-M 301, which encompasses off-campus experiences in the elementary schools.
- EDUC-M 473 Teaching Art in the Secondary Schools (3 cr.) P: EDUC-M 371, HER-C 311. C: EDUC-M 401. 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 EDUC-M 401, which encompasses Herron Saturday School experience.
- EDUC-M 480 Student Teaching in the Secondary School (1-16 cr.) Full-time supervised student teaching for a minimum of 10 weeks in a junior high/middle school or senior high school accredited by the state of Indiana, or in 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.
- EDUC-M 482 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 10 weeks at an elementary school, junior high/middle school, and/or senior high school accredited by the state of Indiana, or at 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.
- EDUC-N 102 Teaching and Learning Elementary School Mathematics I (3 cr.) Helps preservice teachers develop an understanding of the mathematics content and pedagogy relevant for a successful elementary school teacher. Focus is on content and methods that are consistent with recent recommendations about mathematics learning and teaching, and the state of Indiana academic standards. Pedagogical methods address number theory, data and chance, and algebraic thinking.
- EDUC-N 103 Teaching and Learning Elementary School Mathematics II (3 cr.) To develop an understanding of mathematics content and pedagogy relevant to be a successful elementary school teacher. Focus is on content and methods that are consistent with recent recommendations about mathematics learning and teaching and the Indiana Academic Standards. Pedagogical methods address geometry, measurement and algebra.
- EDUC-N 343 Math in the Elementary School (1-6 cr.) Emphasizes the developmental nature of mathematical ideas and processes and the role of mathematics in the elementary school curriculum. Public School participation required.
- EDUC-P 251 Educational Psychology for Elementary Teachers (1-4 cr.) 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.
- EDUC-P 475 Adolescent Development and Classroom Management (3 cr.) Focuses on discipline approaches appropriate for middle and high school through an understanding of adolescents. Analysis of cognitive and moral development, puberty, environmental and cultural issues, family and peer relationships, identity formation, and social and personal problems. Provides tools to diagnose students' behaviors and to establish learning climate.
- EDUC-Q 200 Introduction to Scientific Inquiry (1-3 cr.) Provides the elementary education major with background in the science process skills needed to complete required science courses.
- EDUC-Q 490 Research in Science Education (1-6 cr.) Individual research and study in science education.
- EDUC-S 405 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.
- EDUC-S 420 Teaching and Learning in the Middle School (3 cr.) 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 to young adolescent learners.
- EDUC-S 430 Teaching and Learning in the High School (3 cr.) This course for secondary teachers explores curriculum planning for conceptual learning that is developmentally appropriate for adolescents and young adults. It includes the topics of high school organization and reform, assessment, critical thinking, urban school settings, risk behaviors, identity development, and importance of the larger community context.
- EDUC-T 320 Sociocultural Learning in Urban Elementary Classrooms (3 cr.) Teacher candidates will examine theoretical and practical foundations of effective teaching in diverse classroom environments. Ethnicity, gender, social class, language, religion and other issues related to social identity are considered from sociocultural perspectives. Teacher candidates will be expected to critically reflect on culturally responsive teaching and learning in classroom teaching strategies that respond positively to the diversity, cultures, and (dis)abilities of students. Additionally, students will examine concepts related to disability through historical, social, and societal lens and perspectives.
- EDUC-T 321 Critical PRAXIS For Urban Elementary Classrooms (3 cr.) This course focuses on integrative curriculum planning, instructional strategies, and assessment methods for the urban elementary classroom through the lens of asset-based pedagogies.
- EDUC-W 200 Using Computers in Education (1-3 cr.) Develops proficiency in computer applications and classroom software; teaches principles and specific ideas for appropriate, responsible, and ethical computer use to make teaching and learning more effective; promotes critical abilities, skills, and self-confidence for on-going professional development. Required of all students pursuing teacher education.
- EDUC-W 450 Internship in Instructional Computing (1-6 cr.) P: EDUC-W 210 or permission of instructor. Complete semester long internship experience with a classroom teacher or other individual or group in an appropriate setting. Exchange regular reflections with the practicum supervisor. A corequisite for Computer Endorsement Cohort. (Enrollment in this course should be for one credit each semester for up to 6 credits for the Cohort.)
- EDUC-X 400 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.
- EDUC-X 401 Critical Reading in the Content Area (1-3 cr.) 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.
- EDUC-X 425 Practicum in Reading (1-6 cr.) P: EDUC-X 400 or EDUC-E 339-341 or EDUC-E 331-332; or consent of instructor. Students will work in selected elementary and secondary classrooms diagnosing and developing reading competence.
- EDUC-X 460 Books for Reading Instruction (3 cr.) 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.
