Courses
Education
Education Undergraduate (EDUC)
- EDUC-A 399 Internship (0-6 cr.) An internship is an educational experience related to a student's degree program and career plan which applies what the student has learned to work situations. It involves a student, employer, and university sponsor. See Career Services for more information and to register.
- EDUC-E 325 Social Studies in the Elementary Schools (3 cr.) P: Formal admission into teacher education. Development of objectives, teaching strategies, resources, and assessment procedures that facilitate the social learning of children in an integrated curriculum. Special attention is given to cognitive, affective, and psychomotor facets through concept learning, inquiry, decision making, values analysis, cooperative learning, and multicultural education. Students will participate in appropriate field experiences.
- EDUC-E 328 Science in th Elementary Schools (3 cr.) P: Formal admission into teacher education. Objectives, philosophy, selection, organization, and evaluation of teaching methods and instructional materials. Inquiry teaching, concept development, field trip experiences, and use of multidisciplinary materials are stressed. Analysis of individual and group assessment processes are emphasized. Students will be expected to participate in appropriate field experiences.
- EDUC-E 337 Classroom Learning Environments (3 cr.) P: EDUC-F 200, EDUC-P 250, EDUC-P 251. 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.
- 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 (3 cr.) P: Formal admission into teacher education. Development of language in the child with emphasis on linguistics, creative language, dramatics, usage, handwriting, spelling, listening, and writing process. Attention given to individual and group processes of teaching, to the whole language approach, to disability and cultural awareness, and to appropriate kinds of hardware and software. Students will participate in appropriate field experiences.
- EDUC-E 340 Methods of Teaching Reading I (3 cr.) P: Formal admission into teacher education. General overview of the reading program with emphasis on development, content, word recognition and comprehension skills and strategies, the whole language approach, and instructional processes as applied to classroom teaching. Students will be expected to participate in appropriate field experiences.
- EDUC-E 341 Methods of Teaching Reading II (3 cr.) P: Formal admission into teacher education. Diagnostic and prescriptive methods and materials for use in corrective instruction in reading, including minority and special needs groups, with development of an appreciation for hardware and software that will facilitate instruction. Students will be expected to participate in appropriate field experiences.
- EDUC-E 343 Mathematics in the Elementary Schools (3 cr.) P: Formal admission into teacher education. Focus is on individualized and cooperative learning techniques used in a diagnostic/prescriptive mathematic laboratory program for all learners with attention to implementation of the National Council of Teachers of Mathematics curriculum and evaluation standards for school mathematics. Stresses the design of appropriate and innovative affective, psychomotor, and cognitive experiences. Gives emphasis to the developmental approach to mathematic learning and teaching.
- EDUC-E 449 Trade Books and the Teacher (3 cr.) P: EDUC-P 250 and EDUC-E 339. C: EDUC-E 339, EDUC-E 440.
Emphasis on the use of trade books for teaching language arts and reading, K-8. Historical and contemporary literature will be used to examine objectives and techniques of instruction.
- 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.
- EDUC-F 100 Topical Exploration in Education (1-3 cr.) This introductory course for prospective teachers provides an orientation to the teaching profession. Covers program and state requirements, diversity as it relates to schools, teaching, and learning; and presents skills necessary for becoming a successful student/teacher. Includes a service learning component.
- EDUC-F 200 Examining Self as Teacher (3 cr.) P: ENG-W 131 with a C (2.0) or above. Designed to help 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 be expected to participate in appropriate field experiences in schools. A significant paper will be required.
- EDUC-F 201 Exploring the Personal Demands of Teaching (2 cr.) This course examines the personal demands of teaching in an Interpersonal Process Laboratory. Particular emphasis is put on interpersonal communication skills (self-disclosure, active listening, questioning, observation). It also explores the nature of teaching in American schools with emphases on the nature of the profession and of teacher education programs; school curricular issues, societal issues impacting schools, the legal aspects of teaching; and on how schools are organized and financed.
- EDUC-F 202 Exploring the Personal Demands of Teaching Practicum (1 cr.) This course expands the skills gained in F201 into a field experience (school classroom). Designed to assist students in career decision-making through a self-examination and discussions of the pre-service teacher's interactions, understanding, and communication with students in the classroom. Students will be expected to participate in appropriate field experiences.
- EDUC-F 203 Topical Exploration in Education (1-3 cr.) This number identifies 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. Repeatable up to 99 units.
- EDUC-F 401 Topical Explorations in Education (0-3 cr.) This course will explore various topics of relevance to education, both in the United States and abroad.
- EDUC-H 427 Education Through Travel (2-6 cr.) Provides an opportunity to visit historical and cultural areas in foreign countries. Individually arranged.
- EDUC-K 200 Introduction to Practicum in Special Education (0-1 cr.) Structural practicum in public and/or private and regular special education programs. Emphasis on seminar sessions focusing on prevalence and general functions levels of exceptional individuals.
- EDUC-K 205 Introdution to Exceptional Children (2-3 cr.) P: Formal admission into teacher education. Definition, identification, prevalence, characteristics, and educational provisions of the various types of exceptional children; with attention to disability awareness and appropriate instructional processes.
- EDUC-K 343 Education for the Socially and Mentally Disturbed I (3 cr.) 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.
- EDUC-K 344 Education of the Socially and Emotionally Disturbed II (3 cr.) P: Permission of instructor. A basic survey of educational curricula, procedures, and materials for socially and emotionally disturbed children; stresses development of individual teaching skills; emphasizes classroom experiences with disturbed children.
- EDUC-K 345 Academic and Behavioral Assessment of the Mildly Handicapped (3 cr.) P: Permission of instructor. The purpose of this course is to familiarize students with the application of formal and informal assessment information in making decisions regarding classification and placement of educable mentally retarded and emotionally disturbed children.
- EDUC-K 352 Educating Students with Learning Disorders. (3 cr.) P: Permission of instructor. Educational programs for optimum growth and development of mildly mentally handicapped and learning disabled students. Study and observation of curriculum content, organization of special schools and classes, and teaching methods and materials.
- EDUC-K 453 Management of Academic and Social Behavior (3 cr.) P: Permission of instructor. 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.
- EDUC-K 480 Student Teaching in Special Education (9-12 cr.) P: Successful completion of SDP3. Provides experiences with students with exceptional needs in school setting under the direction of a supervising teacher.
- EDUC-K 488 Supervised Teaching in Special Education (3-12 cr.) Provides students an opportunity to teach exceptional children under the supervision of a licensed special education teacher and a University special education supervisor. Repeatable up to 99 units.
- EDUC-K 490 Research in Special Education (3 cr.) Variable title course. Focus is on what special educators need to know and be able to do.
- EDUC-K 490 Topic: Partnerships (3 cr.) P: Permission of instructor. Active exploration of community, social agencies, school and family as stakeholders and contributors to services for students with exceptional needs. Collaboration, consultation, conflict resolution, and grant initiatives.
- EDUC-K 490 Topic: Assistive Technology, TBI, Autism, Functional Curriculum (3 cr.) P: Permission of instructor. Study of nature and needs of students with traumatic brain injury, autism, and related conditions. Overview of age-appropriate skills likely to increase the ability of students with exceptional needs to function in present and future environments. Study of low and high assistive technology for routine and customized access to general education curriculum.
- EDUC-L 403 Assessment Literacy for Cultural and Linguistic Diversity (3 cr.) Define assessment literacy for working with culturally and linguistically diverse students. Topics include the assessment process, curriculum design, backwards planning, ongoing, traditional, and alternative classroom assessment, high stakes testing, language proficiency testing, and principles of designing useful, meaningful, and equitable classroom assessments for and of learning.
- EDUC-L 436 MTHD & MTLS FOR TEACHING ESL (3 cr.) Emphasizes practices, strategies, and materials needed by teachers in English as a second language setting. Whole language approaches, including developing comprehension, speaking, writing and reading will be utilized via hands on experiences with a variety of materials.
- EDUC-L 441 BILINGUAL EDUC - INTRO (3 cr.) Introduction to the development of bilingual/bicultural education in the U.S. - its antecedents, the rationale, theories, and comparison of existing bilingual/bicultural programs.
- EDUC-M 101 Laboratory/Field Experiences (0-3 cr.) A laboratory or field experience in education for freshmen. May be repeated.
- EDUC-M 201 Laboratory/Field Experiences (0-3 cr.) A laboratory or field experience in education for freshmen. May be repeated.
- EDUC-M 300 Teaching in a Pluralistic Society (3 cr.) 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.
- EDUC-M 303 Lab/Field Experience: Junior High/Middle School (0-3 cr.) Laboratory or field experiences at the junior high or middle school level.
- EDUC-M 310 General Methods (2-3 cr.) P: Formal admission into teacher education. An introduction to instructional design, media, and methodology appropriate to all teaching levels. Provides an orientation to lesson planning and curriculum development, classroom management and organization, theories of development, individual needs of children, cultural pluralism, legal rights and responsibilities of professionals, evaluation, parent involvement, individual elementary-age learning styles, use of technology, professional development, and characteristics of effective teachers.
- EDUC-M 314 General Methods for Senior High/Junior High/Middle School Teachers (3 cr.) P: Formal admission into teacher education. Individualized and interdisciplinary learning methods, hardware and software, ethnic and minority factors, measurement and evaluation, teaching and curriculum development, and organization of the secondary school.
- EDUC-M 323 The Teaching of Music in the Elementary Schools (2 cr.) P: EDUC-E 241, EDUC-M 310, EDUC-M 311, EDUC-M 301. Not open to music majors. Fundamental procedures of teaching elementary school music, stressing material suitable for the first six grades. Repeatable up to 4 units.
- EDUC-M 333 Arts Experiences for the Elementary Teachers (2 cr.) P: Formal admission into teacher education. This course provides basic skills and processes for creating, refining, and presenting works of dance, music, theatre, and visual art and for integrating these processes and works with learning experiences across other content areas. Students will be expected to participate in appropriate field experiences.
- EDUC-M 350 Integrating The Arts and Physical Education Into The Elementary Classroom (3 cr.) Develop a knowledge base to work collaboratively with special area elementary teachers on integrating the arts and physical education in elementary classrooms.
- EDUC-M 356 Health & Wellness for Teachers (2 cr.) P: Formal admission into teacher education. This course provides health and wellness information and stresses the role of early and middle childhood teachers in promoting good health and physical fitness, providing a safe environment, and understanding basic nutrition concepts. The effects of these health and wellness concepts on child development and learning are examined. Students will be expected to participate in appropriate field experiences.
- EDUC-M 401 Laboratory/Field Experience (0-3 cr.) Laboratory or field experience for seniors.Laboratory or field experience for seniors. Repeatable up to 99 units.
- EDUC-M 425 Student Teaching in the Elementary School (0-12 cr.) P: Formal admission into teacher education. Classroom teaching and other activities associated with the work of a full-time elementary classroom teacher. One course may normally be taken concurrently if the responsibilities of the course do not interfere with the student teaching responsibilities. S/F grades are given.
- EDUC-M 441 Methods of Teaching Senior High/Junior High/Middle School Social Studies (3 cr.) P: Formal admission into teacher education. Concerns and problems of teaching social studies, including the methods, procedures, devices, materials, and outstanding research in the field.
- EDUC-M 446 Methods of Teaching Senior High/Junior High/Middle School Science (3 cr.) P: Formal admission into teacher education. Concerns and problems of teaching science, including the methods, procedures, devices, materials, and outstanding research in the field.
- EDUC-M 452 Methods of Teaching Senior High/Junior High/Middle School English (3 cr.) P: Formal admission into teacher education. Concerns and problems of teaching English, including the methods, procedures, devices, materials, and outstanding research in the field.
- EDUC-M 457 Methods of Teaching Senior High/Junior High/Middle School Mathematics (3 cr.) P: Formal admission into teacher education. Concerns and problems of teaching mathematics, including the methods, procedures, devices, materials, and outstanding research in the field.
- EDUC-M 464 Methods of Teaching Senior High/Junior High/Middle School Reading (3 cr.) P: Formal admission into teacher education. Curriculum, methods, and materials for teaching students to read more effectively in the subject content areas.
- EDUC-M 470 Practicum (3-8 cr.) P: EDUC-S 486. Teaching or experience under the direction of an identified supervising teacher and with University provioded 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. Repeatable up to 99 units.
- EDUC-M 480 Student Teaching in the Secondary School (10 cr.) Under the direction of the supervising teacher, each student assumes responsibility for teaching in the student's own subject matter area in a cooperating secondary school. Requires a minimum of 10 weeks full time. Must be taken the same semester as secondary methods.
- EDUC-N 443 Teaching Elementary School Math Problem Solving (2 cr.) P: Formal admission into teacher education. The purpose of this course is to enhance the pedagogical content knowledge of elementary education teachers when teaching mathematics to students in grades preK-6. Specifically, the course is designed to enhance pre-service teachers' understanding of the learning and teaching of mathematics by providing them the opportunity to closely examine: (a) students' reasoning, (b) instructional strategies, (c) assessment procedures, and (d) curriculum materials. Furthermore, in the course students examine diagnostic and remedial instructional techniques for the teaching of mathematics across the grade levels. Students will be expected to participate in appropriate field experiences.
- EDUC-P 248 Elementary School Child Development (2 cr.) P: Formal admission into teacher education. This course provides an understanding of physical, emotional, social, and cognitive development in a school marked by a diversity of cultural, social and personal traits. Also, the role of the teacher in supporting positive development in students. The selection of materials and activities that respond to and stimulate children's development will be emphasized. Evaluating the physical environment of the school and classroom will also receive priority. Students will be expected to participate in appropriate field experiences.
- EDUC-P 250 General Educational Psychology (1-4 cr.) P: EDUC-F 200 with a minimum grade of C (2.0). The study and application of psychological concepts and principles as related to the teaching-learning process, introduction to classroom management, measurement/evaluation, and disability awareness. Repeatable up to 8 units.
- EDUC-P 251 Education Psychology for Elementary Teacher (3 cr.) P: Formal admission into teacher education. The study and application of psychological concepts and principles as related to the teaching-learning process, motivation, intelligence, classroom management, measurement and evaluation, disability awareness, and multicultural components. Students will be expected to participate in appropriate field experiences.
- EDUC-P 312 Learning: Theory into Practice (3 cr.) P: Formal admission into teacher education. This course is concerned with understanding the process of teaching and learning, particularly within a secondary school context. Preservice teachers will be helped to see that learning takes place as an interaction of social, emotional, developmental, and cognitive forces. Units focus on theories of learning and teaching, motivation, the learning process, and assessment.
- EDUC-P 313 Adolescents in a Learning Community (2 cr.) P: Formal admission into teacher education. For students seeking admission to a teacher education program. Adolescent development in a school context. Understanding adolescents as people and how they function in a community of learners, with particular emphasis on their interaction with others in a school environment marked by a diversity of cultural, social, and personal traits. Also, the role of the teacher in understanding and responding to adolescent needs in this environment.
- EDUC-P 320 Classroom Assessment (3 cr.) P: Formal admission into teacher education. The purpose of this course is to build a foundation for understanding the nature, purpose, and philosophies that drive assessment in schools. The predominant goal of Classroom Assessment is to ensure careful, introspective, analytical thought concerning best practices in this area of education. Students will be expected to participate in appropriate field experiences.
- EDUC-P 407 Psychological Measurement in the Schools (2-3 cr.) P: EDUC-P 250. Application of measurement principles in classroom testing; construction and evaluation of classroom tests; evaluation of student performance; interpretation and use of measurement data; assessment of aptitudes, achievement, and interests via standardized tests; school testing programs. Repeatable up to 3 units.
- EDUC-Q 200 Introduction to Scientific Inquiry (1-3 cr.) Course provides the elementary education major with background in the science process skills needed to complete required science courses. Repeatable up to 99 units.
- EDUC-Q 213 Earth and Environmental Teaching Methods (2-3 cr.) This course prepares students to teach environmental and geology-astronomy topics. Science activities that develop elementary level understanding will be presented in class and utilized in field teaching and field trip situations. Modules for outdoor and laboratory experiences constitute the elective hour.
- EDUC-Q 450 Science, Technology and Society in a Changing World (3 cr.) Critical perspectives on the social aspects of science and technology in our lives in the world around us, and throughout history. Issues include economic development, the environment, communication and war.
- EDUC-Q 490 Research in Science Education (1-6 cr.) Individual research and study in Science Education. Repeatable for credit up to maximum if six credits.
- EDUC-S 486 Principles of Junior High and Middle School Education (3 cr.) P: Formal admission into teacher education. Background, purposes, and developing roles of the junior high school and middle school. Emphasizes the curriculum and its organization, the student activity program, and guidance. For all students planning to teach in junior high and middle schools. Includes field experience.
- EDUC-S 490 Research in Secondary Education (1-3 cr.) Individual research in Secondary Education. Must be taken for a letter grade; no S/F option. Repeatable for credit up to three credits.
- EDUC-U 207 Leadership Training (1-3 cr.) 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.
- EDUC-U 495 Seminar in Leadership Training (1-3 cr.) The theory and practice of group work, leadership techniques, communication, human relations, problem solving, and decision making (student leader course).
- EDUC-W 200 Using Computers in Education (3 cr.) Introduction to instructional computing including Web, computer applications and hardware. Participants will learn to create and use a range of digital tools to promote student learning in educational settings and personal productivity. Contemporary digital instructional issues will be addressed.
- EDUC-W 201 Beginning Technology Skills (1 cr.) P: Formal admission into teacher education. This course introduces instructional computing including Web, computer applications and hardware.
- EDUC-W 301 Integrating Technology into Teaching I (1 cr.) P: Formal admission into teacher education. The purpose of this course is to enhance the pedagogical, technological and content knowledge of elementary education teachers when using digital applications and hardware resources with students in grades preK-6. Students will be expected to participate in appropriate field experiences.
- EDUC-W 310 Integrating Technology K-12 (3 cr.) Explores various pedagogical approaches, design and implement technology-based lessons or K-12 classrooms, participate in professional development activities, and reflect on the integration of technology in the classroom. Learning will be documented and assessed through written assignments, and a teaching portfolio.
- EDUC-W 401 Integrating Technology into Teaching II (1 cr.) P: Formal admission into teacher education. The purpose of this course is to enhance the pedagogical, technological and content knowledge of elementary education teachers when using digital applications and hardware resources with students in grades preK-6. Students will be expected to participate in appropriate field experiences.
- EDUC-X 100 Practice in Reading and Study for Self Improvement (1-3 cr.) Individually guided computer instruction for self-improvement in reading/study related skills, such as grammar, speed reading, and spelling. Students complete tutorials at their own pace, followed by review and testing by assigned instructor. Repeatable up to 99 units.
- EDUC-X 101 Techniques in Textbook Reading (2-3 cr.) Instruction and guided practice in techniques for learning from printed materials. Emphasis is on graining information from text and practical retrieval and discussion of concepts. Much of the work is done on an individual basis. Repeatable up to 3 units.
- EDUC-X 150 Reading/Learning Techniques I (1-3 cr.) Emphasis on mechanics of reading, flexibility in reading, styles of learning, listening comprehension, vocabulary development, word attack, reading comprehension, and reading rate. Contact the Student Development Center for more information.
- EDUC-X 461 Topical Explorations in Books for Children (0-2 cr.) A survey of topics related to the use of books for children in the classroom. Course topics might include: a specific genre; reader-response theory; multicoultural and international literature; books for toddlers and preschoolers; early readers and transtional chapter books; illustration as art;special needs; technology; media influences. Repeatable up to 6 units.