Application of communications principles to practical classroom use.

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.

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.

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.

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.

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.

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.

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.

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.

Introduces observation, instruction, and evaluation skills in effective assessment and implementation of effective individualized education plans/programs for academic success.

Introduces observation, instruction and evaluation skills in effective assessment and implementation of effective individualized education plans/programs for success in academic and nonacademic environments.

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.

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.

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.

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.

Engages in the professional role of special educator, with qualified supervision, in an appropriate program placement including students with exceptional needs at secondary level.

Utilizes reflective processing and mentoring during supervised teaching experiences to support successful professional performance.

Examines the professional role of early childhood educator, with qualified supervision, in a kindergarten setting.

Examines the professional role of early childhood educator, with qualified supervision, in an elementary-primary setting.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Designed to develop insight during laboratory experiences of student teachers. It is also open to advanced teachers.

Examines ways computers can be used as productivity and instructional tools in educational settings. Applications include word processing, spreadsheets, databases, and utility programs.

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.

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.

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.

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.

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.

Orientation, participation, and actual teaching in the elementary grades. Enrollment only by permission of director of field experiences in education.

Participation and actual teaching in the elementary grades. Enrollment only by permission of director of field experiences in education.

Orientation, participation, and actual teaching in the secondary grades. Enrollment only by permission of director of field experiences in education.

Participation and actual teaching in the secondary grades. Enrollment only by permission of director of field experiences in education.

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.

Responsible teaching, under supervision, at the junior high/middle school level. The student will design, teach, and evaluate specific learning experiences. Enrollment only by permission of director of field experiences in education.

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.

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.

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.

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.

An analysis of instructional programs in content areas with emphasis on both developmental reading and remedial procedures.

A survey of current research in education. Designed to meet individual needs of students.

A survey of current research in learning. Designed to meet individual needs of students.