COURSE DESCRIPTIONS - 400 LEVEL
100 Level | 200 Level | 300 Level | 400 Level | Graduate Level
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401 Teaching Communications in the Senior High, Junior High, and
Middle School (2) Application of communications principles to practical
classroom use. F, Sp
405 Educational Psychology (3) A study of educational psychology in
the classroom, how techniques from this area can aid the teacher in
subject matter presentation and in dealing with school pupils.
Irregularly offered.
411 Legal and Contemporary Issues Related to Exceptional Needs (3)
Examines the fundamentals for provision of special education service
delivery including legal and societal aspects. Develops skills and dispositions
for consultation and collaboration strategies and ability to design
inclusive educational experiences based on disability characteristics and
extent of handicap. Field experience required. Prereq: EDUC 306. F, Sp, Su
412 Evaluation and Exceptionality: Assessment, Interpretation and
Instructional Design (3) Explores the purpose(s) of assessment, selection
of criteria, administration techniques, need for accuracy in scoring,
determination of validity of interpretation, and application of data for
instructional design and implementation. The development of assessment
skills, awareness of legal and ethical issues, and collaboration will
be emphasized. Concurrent registration in EDUC 413 and EDUC 421
required. F, Sp
413 Learning Strategies for Students with Exceptional Needs (3)
Examines teaching methods appropriate for students with exceptional
needs. Emphasis is placed on all phases of the instructional process
based on assessment of student needs, developmental plans, appropriate
implementation and evaluation of effective instruction. Concurrent
registration in EDUC 412 and EDUC 421 required. F, Sp
414 Inclusive Philosophy and Educational Practices (3) Emphasizes
individualized educational experiences for all students through adaptations/
accommodations in general, modified or alternative curriculum
appropriate to a student’s unique needs both academically and socially.
Concurrent registration in EDUC 415 and EDUC 422 required. F, Sp
415 Management and Exceptionality: Environmental, Social and
Behavioral Aspects (3) Examines strategies for teaching appropriate
social skills and behavioral intervention strategies including conflict
resolution and crisis intervention. Includes a study of learning theory,
experiential learning, role-playing and relationships to behavioral intervention
and assessment plans. Field experience required. F, Sp
416 Partnership: Family, School, Community and Exceptionality (2)
Studies the coordination of school, home, and community resource for
the educational, physical, and social growth of children with exceptional
needs. Communication strategies will be emphasized to create cooperative
collaborative partnerships. Concurrent registration with supervised
teaching and EDUC 428 required. F, Sp
417 Transition and Exceptionality (3) Examines student transition
between school settings and into community environments. Develops
skills in working with students and their parents to encourage advocacy
and self-determination.
421 Exceptional Needs: Practicum I (3) Introduces observation, instruction,
and evaluation skills in effective assessment and implementation of
effective individualized education plans/programs for academic success.
Concurrent registration with EDUC 412 and EDUC 413 required. F, Sp
422 Exceptional Needs: Practicum II (3) Introduces observation,
instruction and evaluation skills in effective assessment and implementation
of effective individualized education plans/programs for success
in academic and nonacademic environments. Concurrent registration
with EDUC 414 and EDUC 415 required. F, Sp
423 Collaborative Partnerships (3) The course defines, studies, and
applies the skills necessary for teaching collaboratively. It presents a
paradigm that adheres to the belief that close working relationships
between teachers serving the same students are an absolute necessity.
Emphasis will be placed on the need for close communication between
professionals, the challenges of scheduling and instructional coordination,
and interpersonal problem solving. Field experience required.
424 Supervised Teaching: Exceptional Needs—Elementary-Primary
(3-6) Engages in the professional role of special educator, with qualified
supervision, in an appropriate program placement including students
with exceptional needs at elementary-primary level. F, Sp
425 Supervised Teaching: Exceptional Needs—Elementary-
Intermediate (3-6) Engages in the professional role of special educator,
with qualified supervision, in an appropriate program placement including
students with exceptional needs at elementary-intermediate level. F, Sp
426 Supervised Teaching: Exceptional Needs—Middle School/Junior
High (3-6) Engages in the professional role of special educator, with
qualified supervision, in an appropriate program placement including
students with exceptional needs at middle school/junior high level. F, Sp
427 Supervised Teaching: Exceptional Needs—Secondary School (3-
6) Engages in the professional role of special educator, with qualified
supervision, in an appropriate program placement including students
with exceptional needs at secondary level. F, Sp
428 Synthesis Seminar: Professional Issues in Exceptional Needs (1)
Utilizes reflective processing and mentoring during supervised teaching
experiences to support successful professional performance. Concurrent
registration with supervised teaching and EDUC 416 required. F, Sp
431 Supervised Teaching: Kindergarten (6) Examines the professional
role of early childhood educator, with qualified supervision, in a kindergarten
setting. Concurrent registration in EDUC 433 required.
432 Supervised Teaching: Elementary-Primary (6) Examines the professional
role of early childhood educator, with qualified supervision, in
an elementary-primary setting. Concurrent registration in EDUC 433
required.
433 Synthesis Seminar in Early Childhood Education (3) Capstone
Seminar in early childhood teaching. A pre-professional course which
provides a synthesis of interdisciplinary knowledge and pedagogical
practices. Integrates knowledge gained from the University Core
Curriculum, subject area course work, and professional education core.
The course also examines case studies which present issues faced by
teaching professionals in early childhood settings. Prereq: Permission of
director of field experiences in education.
438 Synthesis Seminar in Special Education (3) Capstone Seminar in
Special Education. A pre-professional course which provides a synthesis
of interdisciplinary knowledge and pedagogical practices. Integrates
knowledge from the University Core Curriculum, subject area coursework,
and professional education core. This course also examines case
studies which present issues faced by teaching professionals in school
settings. Prereq: Permission of director of field experiences in education.
440 Current Trends Reading (3) The teaching of reading undergoes a
variety of changes based on the social and political climate. This course
offers the opportunity for students to explore trends and issues that are
currently impacting the teaching of reading. Topics that may be explored:
new instructional programs, state mandates in reading instruction,
changing state and national standards, and phonics instruction.
441 Young Adult Literature (3) Course provides an overview of literature
for adolescents and young adults. Participants will critique these
materials and design plans for incorporating all genres of young adult
literature in middle school and high school classrooms.
442 Advanced Children’s Literature (3) Course provides an opportunity
for classroom teachers and media specialists to explore recently
published books and non-print materials for children in P-6.
Participants will critique these materials and design plans for incorporating
all genres of children’s literature in their classrooms.
443 Production of Instructional Materials (3) Planning, preparing,
and evaluating teacher-produced software. Units include such areas as
production, planning, graphic, photographic, and audio media.
Production within units is based upon the individual’s purposes and
interests. Practical experiences in preparing software are emphasized.
Prereq: EDUC 214, or consent of instructor.
448 Synthesis Seminar in Secondary Teaching (3) Capstone Seminar
in Secondary Teaching. A pre-professional course which provides a synthesis
of interdisciplinary knowledge and pedagogical practices.
Integrates knowledge gained from the University Core Curriculum,
subject area coursework, and professional education core. The course
also examines case studies which present issues faced by teaching professionals
in secondary school settings. Prereq: permission of director of
field placement. F, Sp
455 Diagnostic Teaching of Reading (3) Emphasizes diagnostic teaching
in which teachers assess reading during instruction. A model of
diagnostic decision-making is presented that encourages the teacher of
reading to view assessment and instruction as interacting and continuous
processes. A variety of formal and informal assessment measures are
studied for their assessment and instructional value.
458 Synthesis Seminar in Elementary Teaching (3) Capstone
Seminar in Elementary Teaching. A pre-professional course which provides
a synthesis of interdisciplinary knowledge and pedagogical practices.
Integrates knowledge gained from the University Core
Curriculum, subject area coursework, and professional education core.
The course also examines case studies which present issues faced by
teaching professionals in elementary school settings. Prereq: permission
of director of field placement. F, Sp
460 Seminar in Elementary Supervised Teaching (2) Designed to
develop insight during laboratory experiences of student teachers. It is
also open to advanced teachers.
461 Microcomputer Applications for Educators (3) Examines ways
computers can be used as productivity and instructional tools in educational
settings. Applications include word processing, spreadsheets,
databases, and utility programs.
465 Computers in the Curriculum (3) Focuses on the integration of
technology into the school curriculum. Explores educational and management
software, productivity tools, emerging technologies (e.g., CDROM,
laserdisc, multimedia/hypermedia, telecommunications), instructional
strategies, key issues and trends related to computer technology
in the teaching/learning environment. Prereq: EDUC 461 or equivalent
strongly recommended, but not required. F, Sp, Su
466 Authoring Educational Multimedia Resources (3) Focuses on the
systematic design and development of educational software and multimedia
resources. Students plan instructional sequences, then apply
computer programming and courseware design skills to the development
of informational, instructional, and constructional resources.
Internet, laserdiscs, CD-ROM, CD-audio, digitized audio, digitized still
and motion video, and scanned images are incorporated into multimedia
projects. Interdisciplinary multimedia thematic units also are developed.
Prereq: EDUC 214, 465, or equivalent.
467 Teaching and Learning at a Distance (3) Focuses on the process
of connecting learners with remote resources as primary or secondary
means of learning. Examines the systematic design and development of
distance learning environments (e.g., video, computer, and Internet-based
delivery systems) with special consideration to learner needs and
varied communication channels. Students plan and design instructional
sequences, then apply distance learning techniques that address issues
such as the need for real-time vs. delayed interaction. The evolving
roles of technology, faculty, and learners are discussed. The course will
be taught using the technologies demonstrated in class. Prereq: EDUC
214, 465, or equivalent.
468 Advanced Instructional Technology (3) Focuses on technical and
management skills needed to coordinate the technology program in a
school. Technical topics include analyzing computer and networking
environments (i.e., wiring, services, hardware, software), advanced
instructional development, and conducting technology installation,
maintenance, repair, and upgrades. Job and development and technical
troubleshooting will be explored. Management topics include technology
planning, implementation, and evaluation, staff development, facilities
design, budgeting, and grant writing. Prereq: EDUC 214, 465, or equivalent.
469 Special Topics in Computer Education (1-3) Explores contemporary
topics or innovative developments related to the integration of
computers and other technology into educational settings. credit hours
available determined by faculty. Repeatable for maximum of five credit
hours. Prereq: consent of instructor. F, Sp
471 Supervised Teaching in the Elementary School (9) Orientation,
participation, and actual teaching in the elementary grades. Enrollment
only by permission of director of field experiences in education. F, Sp
472 Supplemental Supervised Teaching in the Elementary School (3)
Participation and actual teaching in the elementary grades. Enrollment
only by permission of director of field experiences in education. F, Sp
473 Supervised Teaching in the Secondary School (9) Orientation,
participation, and actual teaching in the secondary grades. Enrollment
only by permission of director of field experiences in education. F, Sp
474 Supplemental Supervised Teaching in the Secondary School (3)
Participation and actual teaching in the secondary grades. Enrollment
only by permission of director of field experiences in education. F, Sp
476 Kindergarten Practicum (3) For students on the elementary curriculum
who wish to be certified for teaching in kindergarten.
Enrollment only by permission of director of field experiences in education.
F, Sp
477 Junior High/Middle School Practicum (3) Responsible teaching,
under supervision, at the junior high/middle school level. The student
will design, teach, and evaluate specific learning experiences. Prereq:
EDUC 304 or 488. Enrollment only by permission of director of field
experiences in education. F, Sp
478 Practicum in Reading Instruction (3) Practicum includes actual
experiences in a field reading situation, under the supervision of public
school and college personnel. Enrollment only by permission of director
of field experiences in education. F, Sp
488 The Middle School Curriculum (3) Designed to serve the needs
of those concerned with the development and organization of the middle
school program. It encompasses a consideration of the theory and
processes of curriculum planning and evaluation. F, Sp
490 Special Topics in Education (1-3) Course is devoted at each offering
to the study of a contemporary topic or innovative development in
education. credit hours available for each offering and course requirements
are determined by the education faculty.
493 Content Area Reading: Differentiated Instruction (3) Teaching
techniques and materials for using reading and writing across the curriculum
in middle and senior high school. The role of teachers, parents,
and other relevant personnel will be investigated in relation to best
practices in differentiated instruction for all learners including exceptionalities.
494 Workshop in Reading (2) An analysis of instructional programs
in content areas with emphasis on both developmental reading and
remedial procedures.
498 Current Research in Education (1-3) A survey of current
research in education. Designed to meet individual needs of students.
499 Individual Study in Educational Psychology (1-3) A survey of
current research in learning. Designed to meet individual needs of students.
NOTE: Methods courses in secondary education do not count toward
the major or minor.
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