EDUC-W 200 Using Computers in Education (1-3 cr)

Required of all students pursuing teacher certification. Introduction to instructional computing and educational computing literature. Hands-on experience with educational software, utility packages, and commonly used microcomputer hardware.

Offered fall and spring semesters.

EDUC-F 205 Study of Education & Practice of Teaching (3 cr)

A review of the literature on approaches to education as a discipline and a field of inquiry, and an explanation of several approaches to teacher education. Integrates scholarship and inquiry with the development of educational possibilities. Students will begin the process of constructing a set of personal and social commitments that will guide their future teaching activities.

EDUC-P 250 General Educational Psychology (4 cr)

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.

EDUC-P 254 Educational Psychology for Teachers of All Grades (3 cr)

The application of psychological concepts to school learning and teaching in the perspective of development during the preadolescent period. Special attention is devoted to the needs of the handicapped.

EDUC-P 313 Adolescents in a Learning Community (3 cr)

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. Includes the role of the teacher in understanding and responding to adolescent needs in this environment. For students seeking admission to a teacher education program.

EDUC-Q 200 Basic Science Skills (3 cr)

Course provides the elementary education major with a background in the science process skills needed to complete required science courses.

Offered fall and spring semesters.

EDUC-M 300 Teaching in a Pluralistic Society (3 cr)

This course introduces you to teaching as a profession. You will focus upon the “self as teacher,” learning styles, cultural pluralism, and classroom teaching strategies which respond positively to the personal and ethnic diversity of the learner.

Offered fall and spring semesters.

EDUC-F 203 Topical Exploration in Education (1-3 cr)

A one-semester course on a particular topic, established at the request of a faculty member. Applies only as elective credit.

Offered fall and spring semesters.

EDUC-E 337 Classroom Learning Environments (3 cr)

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, activities, and the acquisition of skills for using these to stimulate children's development are the major focuses.

EDUC-M 324 Teaching about the Arts (1-3 cr)

Introduction to importance of the arts in elementary school curriculum. You are given a foundation of methods and materials in art and music that will enable you 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.

Offered fall and spring semesters.

EDUC-E 301 Emergent Literacy (3 cr)

Reflecting recent research in emergent literacy, this course focuses on how reading and writing emerge from early childhood through early second grade. Methods of developmentally- appropriate instruction and assessment of language and literacy development in very young children (grades K-2) are emphasized. Special focus is given to phonics instruction.

EDUC-K 305 Teaching the Exceptional Learning in the Elementary School (3 cr)

Knowledge, attitudes, and skills basic to the education of exceptional learners (students who are handicapped as well as gifted and talented) in the regular elementary classroom. Topics include historical and international perspectives, the law and public policy, profiling the exceptional learner, a responsive curriculum, teaching and management strategies, teachers as persons and professionals.

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-M 311 General Methods for Kindergarten / Elementary Teachers (1-3 cr)

Explores elementary school learning environments in which teachers plan classroom organization and management, curriculum, and evaluation to meet the needs of individual pupils, as well as examines the legal rights and responsibilities of teachers.

Offered fall and spring semesters.

EDUC-E 328 Science in Elementary Schools (3 cr)

The focus of this course will be on developing teacher competencies in writing performance objectives, questionasking, 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.

Offered fall and spring semesters.

EDUC-E 339 Methods of Teaching Language Arts (3 cr)

This course describes and appraises the materials, methods, and techniques employed in an elementary school developmental language arts and reading program. EDUC-E 339 is to be taken before EDUC-E 340 and EDUC-E 341.

Offered fall and spring semesters.

EDUC-E 340 Methods of Teaching Reading I (3 cr)

This course describes and appraises the methods, materials, and techniques employed in diagnosing learning problems in elementary language arts and reading programs.

Offered fall and spring semesters.

EDUC-E 325 Social Studies in Elementary Schools (3 cr)

Emphasizes the development of objectives, teaching strategies, and evaluation procedures that facilitate the social learnings of young children. Special attention given to concept learning, inquiry, decision making and value analysis.

Offered fall and spring semesters.

EDUC-E 341 Methods of Teaching Reading II (3 cr)

This course describes and appraises the materials, methods, and techniques employed in corrective instruction in elementary language arts and reading programs. Public school participation is required.

Offered fall and spring semesters.

EDUC-E 343 Mathematics in Elementary Schools (3 cr)

Emphasizes the developmental nature of the arithmetic process and its place as an effective tool in the experiences of the elementary school child.

Offered fall and spring semesters.

EDUC-M 201 Laboratory/Field Experience (1 cr)

Laboratory or field experience for sophomores (may be repeated).

EDUC-M 301 Laboratory/Field Experience (1 cr)

Laboratory or field experience for sophomores and juniors (may be repeated).

Offered fall and spring semesters.

EDUC-M 314 General Methods for SH / JH / MS Teachers (3 cr)

Study covers individualized and interdisciplinary learning methods, measurement and evaluation, teaching and curriculum development, and organization of the SH/JH/MS.

Offered spring semesters.

EDUC-M 401 Laboratory/Field Experience (0-3 cr)

Laboratory or field experience for juniors or seniors (may be repeated).

EDUC-M 420 Capstone Seminar (2-3 cr)

This seminar will address several issues related to the process of becoming a teacher. Co-requisite with Student Teaching. Meets one evening per week to prepare pre-service teachers for their profession in education.

Offered fall semester for elementary only. Offered spring semester for elementary and secondary.

EDUC-M 425 Student Teaching: Elementary (10-16 cr)

Full-time supervised student teaching for at least 10 continuous weeks in grades 1-6 of an elementary school accredited by the State of Indiana or an approved school out-of-state. Grade: S or F.

Offered fall and spring semesters.

EDUC-M 441 Methods of Teaching SH / JH / MS Social Studies (2-4 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 curriculm development skills and repertoire of teaching strategies appropriate for middle/secondary school learners. Includes micro-teaching laboratory. Includes consideration of philosophical and psychological perspectives, development and practice of skills and techniques, selection of content and materials, and evaluation of student and teaching performance.

Offered fall semesters.

EDUC-M 446 Methods of Teaching SH / JH / MS Science (1-5 cr)

Methods, techniques, content, and material applicable to the teaching of science in the SH/JH/MS. Designed for students who plan to teach Biology, Chemistry, Earth Science, General Science, or Physics in SH/JH/MS.

Offered fall semesters.

EDUC-M 452 Methods of Teaching SH / JH / MS English (1-5 cr)

Methods, techniques, content, and material applicable to the teaching of English in the SH/JH/MS. Experiences provided to assess on-going programs in public schools and to study materials appropriate for these programs.

Offered fall semesters.

EDUC-M 457 Methods of Teaching SH / JH / MS Mathematics (2-4 cr)

Study of methodology, heuristics of problem solving, curriculum design, instructional computing, professional affiliations and teaching of daily lessons as related to the teaching of secondary and or junior high/middle school mathematics.

Offered fall semesters.

EDUC-M 464 Methods of Teaching Reading (3 cr)

Focuses on middle, junior, senior high school. Curriculum, methods, and materials for teaching students to read more effectively.

Offered fall semesters.

EDUC-M 470 Practicum (3-8 cr)

Teaching or experience under the direction of an identified supervising teacher, with the university providing 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. Grade: S or F.

Offered fall and spring semesters.

EDUC-M 480 Student Teaching in the Secondary School (1-16 cr)

Full-time supervised student teaching for at least 10 continuous weeks in your major certification area in a senior high, junior high, or middle school within the state of Indiana, unless the integral program includes student teaching in an approved out-of-state site. The experience is directed by a qualified supervising teacher and has university provided supervision. May include a portion of the time in your minor certification area. Grade: S or F.

Offered spring semester.

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 441 Bilingual Education: Introduction (3 cr)

Introduction to the development of bilingual/bicultural education in the U.S.—its antecedents, rationale, theories, and comparison of existing bilingual/bicultural programs

EDUC-X 400 Diagnostic Teaching of Reading in the Classroom (3 cr)

Diagnosis of reading difficulties and solutions 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.

Offered periodically.

EDUC-F 401 Summer Reading Clinic (3 cr)

Community Literacy Experience. This course will explore various topics of relevance to education, both in the U.S. and abroad, and the teaching of literacy within one’s community. Students will help to plan and implement a needsbased reading experience for children in their community.

Summer semester only.

EDUC-L 400 Instructional Issues in Language Education (3 cr)

This course 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 436 Methods and Materials for Learning ESL (3 cr)

This course is designed to promote understanding of current policies and practices for teaching English as a new language. Theories, methods, materials, and issues in the field of ESL are covered as they relate to the teaching of literacy for nonnative speakers of English. 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 varietyy of materials.

EDUC-K 307 Special Needs Methods (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 to make use of individual interests and preferences. Additionally, differentiating, and/or individualizing instruction for all learners and developing classroom management skills are emphasized.

EDUC-K 343 Educ of Socially and Emotionally Distrubed 1 (3 cr)

A basic survey of the field of emotional disturbance, social maladjustment, and classroom management theory addressing needs of students with troubling behavior through tiered systems of support. Definitions, classifications, characteristics, and diagnostic and treatment procedures are discussed from a psycho-educational point of view. Emphasis is on identification/support for behavioral indicators seen as predicting special education evaluation. Course material aligns with IDEA emphasis to lower special education referrals; particularly social stereotypes leading to over-representation.

EDUC-K 352 Education of Students with Learning Disorders (2 cr)

Educational programs for optimum growth and development of educable mentally retarded and learning disabled children. Study and observation of curriculum content, organization of special schools and classes, and teaching methods and materials.

EDUC-K 410 Issues in Special Education: Mild and Moderate Intellectual Disabilities

Provides students with an overview of current movement in the field of special education. Major emphasis is on application and implication of principles mandated by P.L. 94-142 and Section 504 of the Rehabilitation Act of 1973.

EDUC-K 495 Laboratory/Field Experiences in Special Education

Provides the student with a field-based, supervised experience with individuals with severe handicaps. It allows the opportunity to interact within school/ work/community settings on a daily basis (three hours/day, five days/week). Specific assignments, which are mutually agreed upon between student, cooperating teacher, and practicum supervisor, are also required.

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.

Offered fall semesters only.

EDUC-E 336 Play as Development (3 cr)

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.

Offered fall semesters only.

EDUC-E 338 The Early Childhood Educator (3 cr)

Includes 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.

Offered fall semesters only.

EDUC-E 351 Foundations of Early Care & Education (3 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.

Offered spring semesters only.

EDUC-E 352 Teaching and Learning Children Ages 3-5 (3 cr)

This course engages students in the development, implementation, and assessment of curricula for all children ages 3-5 years. Content areas of mathematics, social studies, sciences, literacy, and art will be emphasized. Field experience required.

Offered Fall semesters only.

EDUC-E 449 Trade Books & Classroom Teacher (3 cr)

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-N 102 Mathematics for Elementary Teachers II (3 cr)

Required for Elementary Education Majors. This course will help pre-service teachers develop an understanding of mathematics content and pedagogy relevant to be a successful elementary school teaThe purpose of the course is to provide students with a diverse foundation in the following topics: The Real Number System, Proportional Reasoning, Elementary Combinatorics, Probability, and Statistics.

EDUC-P 320 Classroom Assessment (2 cr)

The purpose of this course is build a foundation for understanding the nature, purpose, and philosophies that drive assessment in schools. In order to meet the educational needs of the 21st century, systemic restructuring must take place in assessment practices. Thus, the predominant goal of Classroom Assessment is to ensure careful, introspective, analytical thought concerning issues related to best practices in this area of education. The meaning of being a reflective educator in a pluralistic society will also be a major focus of this class.

EDUC-X 165 Advanced Reading Comprehension (1 cr)

This course presents skills that are needed to become a more efficient and effective reader, increase reading rate and improve comprehension. Students will learn to gain conscious control of the reading process and adjust their reading rate based on purpose and the demands of text

EDUC-X 175 Advanced Test Taking (1 cr)

This course prepares students for the standardized tests required by professional and graduate programs. Both general and test-specific strategies are covered in a workshop format. Students experience a full-length practice exam(s) and develop individual study plans for systematic improvement of needed test-specific skills. (1 credit hour, graded course)

NOTE: The course is designed for students preparing for the CASA exam.

EDUC-X 185 Grammar Essentials (1 cr)

This course provides students with the skills needed to demonstrate a command of the conventions of standard English grammar, usage and mechanics at both the sentence and paragraph levels. The course is ideal for students who want to update and improve their grammar skills.

EDUC-A 510 School Community Relations (3 cr)

This course investigates characteristics of the community school, including the multicultural quality of the community. It also explores adapting the educational program to community needs, using the community resources in instruction, and planning school-community relations programs.

EDUC-E 501 Emergent Literacy (3 cr)

Reflecting recent research in emergent literacy, this course focuses on how reading and writing emerge from early childhood through early second grade. Methods of developmentally- appropriate instruction and assessment of language and literacy development in very young children (grades K-2) are emphasized.

EDUC-E 506 Curriculum in Early Childhood Education (3 cr)

Planning the curriculum and selecting and evaluating learning experiences for children ages three through eight years with reference to relevant research. Organizing the classroom to provide maximum integration among experiences in different academic areas.

EDUC-E 523 Math Methods (2 cr)

Means for improving the teaching of mathematics in the elementary school. This course is a component of the elementary T2T program.

EDUC-E 535 Elementary School Curriculum (3 cr)

This course focuses on the development and planning of curriculum at the elementary level. This course is a component of the elementary education T2T program.

EDUC-E 555 Human Diversity in Education (3 cr)

Explores issues related to teaching in a complex and diverse culture. Through this class students will become familiar with a range of diversity issues that teachers confront in our increasingly pluralistic society, including cognitive abilities, learning styles, and cultural, racial, ethnic, and socio-economic backgrounds of children. This course is a component of the secondary T2T program.

EDUC-E 590 Culminating Research Component (3 cr)

Individual research or study with an Elementary Education faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, E590 should not be used for study of material taught in a regularly scheduled course. This course serves as the culminating research project class for students enrolled in the M.S. program.

EDUC-H 538 Critical Thinking and Education (3 cr)

A philosophical examination of the role of education in fostering the development of critico-creative thinking, with an emphasis on (1) techniques of reasoning; (2) methods of (formal vs. informal) logical appraisal; and their application in the classroom.

EDUC-J 538 Internship/Field Placement (1-3 cr)

Supervised practice in a school or other approved agency. Includes performance in such roles as curriculum development, program evaluation, action research, staff training and development, consultation, or program development. A comprehensive report involving a systematic analysis of the practicum activity must be completed. Number of credits taken depend on the program. This is a component of the T2T program.

EDUC-J 655 Seminar in Multicultural and Global Education (3 cr)

Examines major concepts, theoretical frameworks and educational responses associated with multicultural/global education. Designed to heighten cross-cultural awareness, explore the concept of a unified approach to multicultural/global education within various academic disciplines, and enable participants to become leaders of multicultural/global education in their area of expertise.

EDUC-K 500 Topical Workshop in Special Education: variable title (3 cr)

Intensive study of such selected topics as language development for exceptional children, the disadvantaged child, and behavior modification for exceptional children.

EDUC-K 505 Introduction to Special Education for Graduate Students (3 cr)

Basic special education principles for graduate students with no previous course work in special education. Students cannot receive credit for both EDUC-K 205 and EDUC-K 505.

EDUC-K 510 Assistive Technology in Special Education (2 cr)

This course is designed to provide an overview of various types of assistive technology which can benefit students with disabilities. Provides beginning graduate students with an overview of current trends in the field. Major emphasis is on application and implication of principles mandated by PL 94-142 and Section 504 of the Rehabilitation Act of 1973.

EDUC-K 520 Survey of Behavior Disorders (3 cr)

An advanced survey of the literature related to behaviorally disordered/emotionally disturbed children including historical information, theoretical approaches, characteristics, and issues.

EDUC-K 525 Survey of Mild Handicaps (3 cr)

An advanced survey of the literature relating to mild handicaps, including historical foundations, definitions, and current issues facing workers in the field.

EDUC-K 535 Assessment/Remediation of Mildly Handicapped I (3 cr)

Permission of instructor. This course emphasizes the collection and use of formal and informal assessment information for designing the content of individual educational plans for handicapped children in various academic areas such as reading and mathematics.

EDUC-K 563 Diagnosis and Remediation of Learning Disabilities (3 cr)

This course is designed to promote understanding of what constitutes a learning disability, how classroom teachers can accommodate, adapt and modify assignments to meet the needs of students with special needs, and what the presence of a learning disability means for identified students, their families, and their teachers. Causes of learning disabilities, the development of students with learning disabilities, assessment of learning disabilities, and planning appropriate instruction and behavior interventions for students with learning disabilities will be addressed.

EDUC-K 565 Collaboration and Service Delivery (2 cr)

Reviews methods of implementing service delivery systems; consulting with professionals and parents; designing in-service training programs; and developing referral systems, curricular and personnel resources, and evaluation techniques used in special education programs.

EDUC-F 500 Independent Study (3 cr)

Students will work with the special education faculty to design and implement a research-based classroom experience where they focus on applying research-based instructional strategies to smaller groups or single student needs.

EDUC-K 590 Independent Study in Special Education (1-3 cr)

A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, EDUC-K 590 should not be used for the study of material taught in a regularly scheduled course.

  • Prerequisite: Individual research or study with a Special Education faculty member, arranged in advance of registration.

EDUC-K 595 Practicum in Special Education: variable title (1-6 cr)

Provides for closely supervised field experience in various areas of special education.

  • Prerequisite: Consent of instructor.

EDUC-L 500 Instructional Issuses in Language Learning (3 cr)

This course 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.

Offered in spring semesters.

EDUC-L 501 Critical Reading in the Content Area (1-3 cr)

Analyzes and applies to reading various theories and models of thinking; presents teaching/learning strategies for developing critical reading; evaluates instructional materials and methodologies designed to foster critical reading.

Offered in summer semesters.

EDUC-L 504 Identifying and Working with Learner Literacy Difficulties (3 cr)

Examines methods and tools for identifying and working with literacy difficulties. Emphsizes on-going assessment as a part of the teaching process as well as techniques effective with at-risk literacy learners.

Offered in spring semesters.

EDUC-L 516 Advanced Study in the Teaching of English/Language Arts (3 cr)

Study of current trends, issues, theory and research in teaching and learning English/language arts. Explores language, composition, literature and media education, focuses on integrating language arts, developing multicultural curricula, and engaging students in meaningful inquiry, facilitating student responsibility for themselves and their world.

Offered in fall semesters.

EDUC-L 519 Fundamentals of Teaching Reading in the Elementary School (3 cr)

Basic approaches including methods, materials, strategies, and assessment techniques employed in elementary school. Developmental reading and language programs are presented. Opportunity for practicing these skills is provided in a field experience. This course is a component of the T2T program.

Offered in fall semesters.

EDUC-L 525 Practicum in Language Education (1-4 cr)

Supervised application of language and literacy teaching methods. Special emphasis on setting up effective learning environments, selecting materials, designing instruction, monitoring student growth, adjusting instruction based upon student performance, and communicating with other professionals.

Offered in fall semesters.

EDUC-L 530 Topical Exploration in Education (0-3 cr)

Community Literacy Experience. This course explores various topics of relevance to the teaching of literacy within one's community. Students will help to plan and implement a needs-based reading experience for children in their community. Summer beginning 2012

Revamping your Writing Instruction (3 cr)

Launch your writer's workshop with strategies that jumpstart your year and enhance 6+1 Traits of Writing instruction throughout the year. The lessons are teacher-tested with supplementary materials that help you implement a writing program in your own classroom. The hybrid class designed for teachers in kindergarten through Grade 12 meets once a month with support work online.

EDUC-L 540 Methods and Materials for Teaching English as a New Language (3 cr)

This course provides an overview of various approaches to instruction and assessment that incorporate the current thinking in the field. Includes discussion of content-based models of language instruction and standardized, alternative, and authentic forms of assessment.

Offered in fall semesters.

EDUC-L 545 Advanced Methods of Teaching Reading (3 cr)

Review of developmental reading program in the elementary school, use of reading in various curriculum areas, appraisal of reading abilities, and techniques and materials for individualized instruction.

EDUC-L 559 Tradebooks and the Classroom Teacher (3 cr)

This course emphasizes the use of trade books for teaching language arts, reading, writing, and the content areas for grades Kindergarten through 8. As a survey course, it is designed to assist teacher candidates in becoming familiar with the many trade books available for use in the classroom. An equally important purpose of the course is to enable teacher candidates to develop creative and insightful strategies for use with different genre of literature in their future classrooms. Spring semesters and summers of even numbered years.

EDUC-P 506 Topical Workshop in Educational Psychology (0-3 cr)

Theory and practice in the field of academic support services, special emphasis on roles and uses of reading, writing, and language. Topics include review of current literature on learning at postsecondary levels, exemplary programs and models; curriculum and instructional applications. Opportunities available for related internships at IU Student Academic Center.

Motivating the Underachieving Student (3 cr)

This course will focus on motivation for K-12 students with particular attention being paid to learners who are underachieving. Various theories of motivation will be examined including Skinner's Behavioral Model, Glasser's Control Theory, the Cognitive Model, and Attribution Theory. The causes of underachievement will also be examined along with instructional approaches designed to improve student achievement. The use of technology to increase motivation will also be investigated. Potential contributing factors to underachievement such as learning disabilities, attention problems, lack of parent support, and intellectual giftedness will also be studied.

Managing Aggressive and Disruptive Students (3 cr)

This course will focus on individual and group study of selected topics in the field of educational and school psychology. More specifically, this course will examine the factors that contribute to violence and aggression in schools. The topics of anger management, oppositional defiant disorder, attention deficit hyperactivity disorder, and effective classroom management will also be addressed. Finally, techniques to work with difficult parents will be explored.

EDUC-P 507 Targeting Assessment to Increase Student Achievement (3 cr)

Introductory assessment course for teachers and school administrators. Topics include principles of assessment, formal and informal classroom assessment instruments and methods, formative and summative assessment, interpretation and use of standardized test results, social and political issues in assessment, use of student data bases in schools.

EDUC-P 510 General Educational Psychology (3 cr)

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. This graduate course is a component of the elementary and secondary T2T programs.

EDUC-P 516 Adolescent Behavior and Development (3 cr)

Examination of major theories and findings concerning biological, cognitive, social, and emotional development during adolescence, emphasizing educational and clinical implications. Topics may include: puberty and adolescent health, identity development, decision-making, the role of families, peers and romantic relationships, schools and achievement, and socioemotional problems in adolescence.

EDUC-R 503 Instructional Media Technology (3 cr)

Surveys the characteristics of widely used audiovisual media (e.g. slides, film, video) and technologies of instruction (e.g. programmed instruction, simulation/gaming, computer-assisted instruction). Provides guidelines for selecting media and techniques. Develops media presentation skills. For IST majors, does not count toward the minimum credit-hour requirement.

EDUC-R 505 Instructional Media Applications (3 cr)

Topical workshops on selected media/technology emphasizing hands-on experience. Content will vary; e.g. multi-image, microcomputers, simulations/games. This is a service course that may or may not be applicable to IST majors depending on workshop topic and content.

EDUC-S 503 Secondary Content Methods (3 cr)

Designed to provide an overview for the teacher of the basic theories underlying the secondary school curriculum as well as an examination of the subject areas, problems, trends, and challenges for the future and significant research in the field.

EDUC-W 520 Instructional Technology (3 cr)

This course addresses topics pertinent to planning for and sustaining technology infrastructures such as strategic planning, budgeting,vendors and contracts, and grant writing. Acceptable Use Policy, classroom technology, wireless access, Student Information Systems (SIS), Learning Management Systems (LMS), and Total Cost of Ownership. Students will assess the technology needs of a specific learning environment and write a proposal to upgrade the technology support for teachers and learners.

EDUC-X 530 Methods of Teaching Secondary Reading (3 cr)

This course is designed to promote understanding and expertise with instructional strategies that improve reading comprehension in middle school, junior high, and senior high content-area courses. The reading process and relationships between reading, writing, and thinking will be examined. Strategies to assist struggling readers and second language learners will be covered.

EDUC-Y 510 Action Research in Education (3 cr)

An introduction to the basic philosophy and methods of action research. Students will design an action research project and write a proposal. In this class, you will learn how to conduct action research. You will learn how to select an area of focus; collect data; organize, analyze and interpret data; and take action based on your findings. You will plan an action research study and write a formal proposal for that study.

EDUC-G 563 Foundations of Mental Health Counseling (3 cr)

This course explores the foundations and contextual dimensions of mental health counseling. Course material will include theoretical underpinnings of mental health counseling, the counselor’s role in diagnosis and intervention selection, and the contemporary trends in mental health counseling.

EDUC-G 504 Counseling Theory and Techniques II (3 cr)

Analysis of major behavioral and family counseling theories emphasizing didactic and experimental activities designed to model application of process, procedures, and techniques of behavior and family approaches to professional practice.

EDUC-G 550 Internship in Counseling (3 cr)

This course expands the experiential training students received in practicum. The course provides a continuing opportunity to apply theory to practice in mental health counseling under direct clinical supervision. Students will engage in a variety of professional activities performed by regularly employed counseling professionals in the setting.
Note: Lab fees apply.

EDUC-G 532 Introduction to Group Counseling (3 cr)

This course introduces students to group counseling. Students will be exposed to a combination of didactic information about groups along with clinical training/skills building that will prepare future group leaders.

EDUC-G 507 Lifestyle and Career Development (3 cr)

Lifestyle and career development includes such areas as vocational choice theory, relationship between career choice and lifestyle, sources of occupational and educational information, approaches to career decision-making processes, and career development exploration techniques.