Departments | Curriculum, Instruction & Professional Studies
Curriculum - Undergraduate
EDIM 5855. Advanced Technology for Educators (3)
Prerequisite: Before enrolling in this course , the candidate must have
met the competencies for EDU 2800 or met the state's technology portfolio requirement. This
course builds upon the application of basic computer competencies , allowing
the candidate to create and present classroom materials using multimedia and
web page software. The candidate will also investigate and evaluate a variety
of software programs (e.g., tutorial, simulation, drill and practice, CD
ROM, hypertext and hypermedia) relevant to his/her candidates' needs and abilities.
Other practical applications for the classroom, such as record keeping using
the computer, will be explored.
EDGR 5910. Introduction to Statistical
Methods in Education (3)
Candidates will learn to interpret tests and develop educational measurements
using statistics based on the normal probability curve, correlations and measures
of variance. Candidates will also learn to evaluate educational research by
analyzing data, Chi square, t tests, and analysis of variance. This course
prepares candidates to use statistical tools in conducting action research.
EDGR 5925. Applied Research Techniques
(3)
Prerequisite: EDGR 5915 Statistics Applied to Educational Measurement. The
emphasis of this class will be on preparing teachers to use systematic research
methods to develop and evaluate instructional and educational programs in
their own classroom and school. Candidates will develop and implement action
research projects which investigate or evaluate a classroom intervention,
curricular program, or individual's academic progress. Candidates will learn
to use single subject designs to evaluate individual progress , qualitative
measures such as surveys and interviews , as well as traditional qualitative
measures.
EDEC 5688. Instructional Strategies
for Inclusion (3)
Prerequisite: EDEC 5620 or a survey class in exceptional children. Candidates
will learn models for providing instruction to underserved and exceptional
students, including gifted students, in the regular classroom. Strategies
such as co-teaching and collaboration will be taught. The course will prepare
teachers in the regular classroom to make modifications and use instructional
strategies and methods which support learning for students with special
needs. Course topics will include learning strategies, legal issues,
IEP 's, behavioral plans, and compensatory methods.
EDGR 5125. Developmental and Psychological
Foundations of Education (3)
Candidates will analyze learning processes in school situations and examine
human motivation; the affective, cognitive, social, physical and personal
development of children and adolescents; individual differences; classroom
management; and the implications of relevant theory and research for instructional
practices. Candidates will also evaluate the impact of poverty, racism, gender
and social class on child growth and development and roles of the teacher and
the schools embedded in societal context -- using students' professional experiences
as a bridge between the theoretical and actual classroom practices. This course
also examines selected issues in contemporary American education such as authentic
assessment and fairness in testing.
EDGR 5130. Teachers as Leaders: Roles
and Responsibilities (3)
This course is designed to develop or enhance leadership skills that will enable
the master teacher to effect positive change within the school. Candidates
will analyze effective teaching practices, learn and apply adult developmental
theory through supervisory strategies that promote growth and development in
the student/beginning teacher based on individual needs, use effective communication
skills and clinical supervision to supervise a colleague in the course, and
serve as a resource in curriculum decisions (including development of materials)
and classroom management strategies. Throughout the course the student will
reflect upon his/her own philosophies, skills, and practices in learning, teaching,
and mentoring.
EDCI 5135. Teachers as Leaders: Practicum
(3)
Prerequisite: EDGR 5130 Teachers as Leaders: Roles and Responsibilities. The
candidate will apply the techniques of EDGR 5130 while mentoring a colleague,
beginning teacher, or student teacher in a school setting. The purpose of
the mentoring will be to diagnose and improve the ability of the mentee to
provide classroom instruction that results in higher pupil achievement of
subject matter and a positive attitude toward learning. While benefiting
the mentee, the course primarily serves to enhance the leadership skills
of the master teacher.
EDGR 5465. Multiculturalism
and the Practice of Schooling (3)
This course highlights the School of Education's knowledge base theme (Educators
for Diverse Cultural Contexts) by examining multicultural content and developing
multicultural skills. Candidates will investigate the diverse educational
experiences of ethnic and racial minorities (e.g., African American, Native
American, Asian American, and Hispanic), women, and economically disadvantaged
students. Candidates will analyze the diverse cultural backgrounds of students
and teachers, ways in which these differences affect the practice of schooling,
and explore the nature of "education that is multicultural and social
reconstructionist" and its link to issues of school culture, educational
policy, community relations, curriculum, classroom interactions, teaching
styles, student learning, grouping practices, labeling, assessment,
and the need to develop strategies for the improvement of educational practice.
Infused throughout the course will be the development of skills in intercultural
communication, intergroup relations, and culturally responsive teaching
strategies. Candidates will also examine the various 'isms' (racism, sexism,
and classism), prejudices, stereotypes, issues of power, equity, the
social construction of identity, and differing value systems in an attempt
to better understand diverse student populations. Candidates will discuss
incorporating ESL strategies in the regular classroom.
EDCI 5200. Current Research and Practice
in Literacy for the Elementary Grades (3)
Candidates will examine current research , philosophies , and strategies for
planning and teaching reading and writing across the curriculum -- including
improving students' abilities to read and interpret various types of assessments.
A primary focus will be on designing and implementing a classroom literacy
program that meets the needs of diverse learners (including exceptional children,
culturally diverse children, and English as a Second Language) through diagnosis,
providing appropriate materials and assignments, and integrating the arts.
EDCI 5205. Current Research and Practice
in Literacy for the Middle Grades (3)
Candidates will examine current research, philosophies, and strategies for
planning and teaching reading and writing across the curriculum -- including
improving students' abilities to read and interpret various types of assessments.
A primary focus will be on designing and implementing a classroom literacy
program that meets the needs of diverse learners (including exceptional children,
culturally diverse children, and English as Second Language students) through
diagnosis, providing appropriate materials and assignments, and integrating
the arts. Candidates will investigate reading and writing concerns in their
particular content area(s): language arts, social studies, science, and/or
mathematics.
EDCI 5300. Literacy Assessment and Instruction
for the Elementary Grades (3)
Prerequisite: EDEL 5200. Current Research and Practice in Literacy. This
course closely examines various formal and informal diagnostic techniques
-- including performance assessment, authentic assessment, and criterion
reference tests. In order to improve children's literacy skills, corrective/remedial
approaches appropriate for both the classroom teacher and the reading specialist
will be explored. Assessment strategies will be applied to students with
reading and/or writing problems. Each student will test and write a diagnostic
report on a child using various methods of assessment.
EDCI 5400. Curriculum Development and
Instructional Expertise in Math and Science K-9 (3)
An expansion of the knowledge, skills and values of mathematics and science
education for elementary and middle grades teachers. Specific examples of teaching
strategies, experiments, demonstrations, research, assessment procedures, and
evaluation will be examined. In the course students assume leadership roles
in being able to understand and communicate current academic trends and to
work as constructive change agents on a variety of levels (one on-one, grade
level, school level, system-wide level, state and national level). Through
developing and presenting integrated/interdisciplinary units, students learn
to develop and provide excellent and equitable learning opportunities for all
students.
EDCI 5401. Curriculum Development and
Instructional Expertise in Language Arts and Social Studies K-9 (3)
An expansion of the knowledge, skills and values of language arts and social
studies education for elementary and middle grades teachers. Specific examples
of teaching strategies, experiments, demonstrations, research, assessment
procedures, and evaluation will be examined. In the course students assume
leadership roles in being able to understand and communicate current academic
trends and to work as constructive change agents on a variety of levels (one-on-one,
grade level, school level, system-wide level, state and national level).
Through developing and presenting integrated/interdisciplinary units , students
learn to develop and provide excellent and equitable learning opportunities
for all students.
EDCI 5404. Curriculum Development and
Instructional Expertise for the Middle Grades (3)
Specific examples of teaching strategies, experiments, demonstrations, research,
assessment procedures, and evaluation will be examined. In the course students
assume leadership roles in being able to understand and communicate current
academic trends and to work as constructive change agents on a variety of levels
(one-on-one, grade level, school level, system-wide level, state and national
level). Through developing and presenting integrated/interdisciplinary units,
students learn to develop and provide excellent and equitable learning opportunities
for all students. Course activities and projects will be targeted to meet teachers'
areas of licensure.
EDMG 5520. The Middle Grades (3)
This course provides an overview of the philosophy and mission of middle grades
education to provide the framework for consideration of historical and contemporary
issues. Various middle school organizational patterns, staffing needs,
and components (including interdisciplinary team teaching, flexible black
scheduling, guidance services, and exploratory programs) are examined.
Emphasis will be placed on the interrelationships among students from diverse
backgrounds, curriculum, and teaching/learning strategies.