Academics

Department of Education > Course Descriptions

104 Elementary Mathematics from an Advanced Standpoint
This course presents an overview, for a sophisticated audience, of several topics from elementary mathematics. The course stresses three themes: mathematics in the liberal arts, mathematics from a historical perspective, and mathematics as a problem-solving activity. Topics to be covered include numeration systems, non-base-10 representations, and elementary number theory including primes and factorizations, rationals as terminating and repeating decimals, irrationals, simple probability experiments, elementary set theory, and mathematical reasoning.  (Cross-listed as Math 104.)

108 Learning About the Living World
This course will examine selected topics in life science and earth science such as the human body and its functioning, ecology, ecosystems, weather, the water cycle, and erosion. Designed primarily to provide elementary education majors with the necessary background for teaching in K-8 schools, the course is appropriate for other students interested in strengthening their knowledge and confidence in investigating  fundamental concepts and ideas in science. Students will participate in lectures, discussion, student presentations and projects, and laboratory activities. Two 50-minute class hours per week plus one two-hour session for laboratory, demonstrations, or field work. Does not satisfy requirements for the Biology major. (Cross-listed as Biology 109.)

109 Learning About the Physical World
(Cross-listed as Chemistry 109.)

126 Concepts of Health Education (Offered in the Physical Education Department)
Concepts of health, physical education, and physical well-being with particular focus on the teaching of each concept. The course includes physical fitness, health, and sport-related activities geared toward teaching both basic skills and team dynamics. Red Cross, CPR, and first aid will be taught for certification. Required course for elementary education majors and ideal for those interested in coaching careers, one-half course credit. (This course does not carry graduation credit but will be recorded on the student’s academic record and may be taken in addition to the regular course load. No tuition fee for this course is charged to full-time students paying the comprehensive tuition for the semester).

210 Observing the Schooling Process
An introduction to the teaching-learning process from elementary through high school.  Participants observe, analyze, and discuss a variety of educational environments, including classrooms with exceptional students and classrooms in multicultural settings.  Major focus on developing competencies in educational library research and writing skills.  (Meets GEC First-Year Writing Requirement.)

212  Educational Reform in the U.S.
This course will explore the meaning of educational reform in the United States, both from a historical and philosophical perspective and in the context of contemporary educational policy. Students will begin the course by studying the progressive educational reform movement of the early twentieth century. They will look at ways in which progressive education initiatives, including the open education movement of the late 1960s and early 1970s, have been challenged by proponents of standardization in schools. Charter schools, magnet schools, school vouchers, and No Child Left Behind also will be examined in order to better understand how the notion of educational reform is one that can be viewed from a wide variety of perspectives and within multiple contexts. (Cross-listed as American Studies 212 and Philosophy 214.)

215 Instructional Communication Theory and Practice
This course applies socio-linguistic theory  to the understanding of learning in academic settings. Based on the premise that knowledge is socially constructed, race, gender, class, and ethnicity are considered social markers that shape the meanings and the values assigned to instructional messages. Students research communication practices in their classrooms, apply cultural theories in their analyses, and practice methods and strategies toward becoming more effective communicators. (Meets GEC Cultural Diversity Requirement.)

220 Philosophy of Education
(Cross-listed as Philosophy 220.)

232 The Teaching of Writing
Introduces students to theories of writing development with the intention of learning to teach others how to improve their writing skills and strategies. (Cross-listed as English 232.)

244 Anthropology of Education
For the anthropologist, education is the mechanism of socialreproduction, a strategy not limited to schooling but in fact encompassing a person's entire life. For much of the world, the privileging of schooling as a site of education has had real ramifications on the possibility of maintaining cultural forms that go against the pressures of globalization and capitalism. This course opens with a broad consideration of education before focusing on schooling as the preferred institutional form of education under early 21st century globalism. Our questions will include both how schooling operates to maintain existing social structures and power relations and the possibilities - and consequences - of schools as a site of change.  (Cross-listed as Sociology and Anthropology 244. Meets GEC Cultural Diversity Requirement.)

270 History of Education in American Society and Thought
(Cross-listed as American Studies 270 and History 270.)

303 Reading in the Elementary School
Places emphasis on theories of language  acquisition and on characteristics of language development as they relate to teaching reading and the language arts. Includes alternative approaches to reading and language arts instruction including whole language and strategies for teaching students with exceptional needs, especially the learning disabled. This course must be taken concurrently with Education 304. Prerequisites: Education 210 and certification candidate status.

304 Elementary Fieldwork and Seminar
Half-day internship in the elementary school. Elementary certification candidates complete 125 hours of supervised classroom observation and participation. Placements are arranged by the Education Department and supervised by faculty within the Education Department on a biweekly basis. Placement in a multicultural setting is required. This course must be taken concurrently with Education 303. Prerequisites: Education 210 and certification candidate status. (Meets GEC Cultural Diversity Requirement.)

305  Teaching in Grades K-5
This course emphasizes the importance of developing special skills, competencies, and understanding for teaching elementary school students. It includes philosophy, curriculum, instruction, and methods; design and development of elementary-grade lessons and programs; and observation and participation in elementary school classrooms. Prerequisites: Education 210, Education 313, Education 315, and  Psychology 210.

306 Teaching Adolescent Students
This course emphasizes the importance of developing special skills, competencies, and understanding for teaching middle school  students. It includes middle-grade philosophy, curriculum, instruction, and methods; design and development of middle-grade lessons and programs; assessment coordination and referral of students to health and social services; and observation and participation in middle school classrooms. Prerequisites: Education 303 and 304.

310  Equity and Social Justice in Schools
This course intends to examine notions of "equity" and "social justice" in the context of three aspects of education: the historical founding of U.S. schools on oppressive ideals; the ways in which race, gender, and sexual orientation affect and disrupt one's experiences of schooling; and the evolution of the efforts to work against these phenomena within the field of education. The course will explore equity and social justice from a variety of perspectives and through different texts, including analytical journal articles and personal narratives. Readings and discussions will be based heavily on the local world of public education as a microcosm of these issues as they have played out nationally and internationally.  (Cross-listed as Politics 309.)

311, 411 Advanced Fieldwork  (Offered Less Frequently)
Students who have completed 210 and wish to have additional experience of a different nature in school settings may apply for independent study in schools. Research on some special aspect of schooling is often required. This course is graded only on a Credit/D/Fail basis.

312 Integrating the Arts in the  Learning Process
This course focuses on the integration of the fine arts in the elementary school curriculum. Students will learn how to meaningfully incorporate the visual arts, drama, music, and dance across the natural sciences, social sciences, and humanities in K-8 classrooms to enrich the learning process.

313 Reading in the Content Areas
Multiple approaches to the teaching of reading, characteristics of language development and  its relation to intellectual development in the disciplines, and the application of instructional models to the teaching of writing and reading in the content areas, including teaching exceptional students, especially the learning disabled. This course must be taken concurrently with Education 315. Prerequisites: Education 210 and teacher certification candidate status.

314 Inclusive Learning Environments
Emphasis on approaches and methodology that establish an inclusive classroom environment including strategies for curriculum and management modification for students with exceptionalities. Topics include identification of various exceptionalities (e.g., learning disabilities, mental retardation, physical disabilities, etc.) that affect students and the structuring of their learning environments; the role of the special educator in relation to the regular classroom teacher; federal and state legislation that governs special education and the role of the regular classroom teacher; observation and analysis of students with exceptionalities in various learning environments; multicultural and linguistic differences as related to special education. Limited to juniors and seniors who plan to complete certification. Prerequisite: Psychology 210, Psychology 318, or permission of the department chairperson.

315 Middle School Fieldwork and Seminar
Half-day internship in the middle and junior high school. Secondary certification candidates complete 125 hours of supervised classroom observation and participation. Placements are arranged by the Education Department and supervised by faculty within the Education Department on a biweekly basis. Placement  at a multicultural site is required. Prerequisite: Acceptance for certification candidacy. (Meets GEC Cultural Diversity Requirement.)

415 Special Studies in Education  (Offered Less Frequently)
Advanced research in the process of schooling and teaching. May be an independent project or an advanced internship. Available only to juniors and seniors. Can be taken for one or two credits depending on the scope of the project and with approval of Department Chair.

416 Curriculum and Instruction in the Elementary School: Content-Area Literacy and Social Studies
Seminar focusing on curriculum and instructional planning for elementary teaching. Includes  theoretical and philosophical frameworks for curriculum design, instructional approaches, and assessment. Also stresses principles of establishing various learning environments for student engagement in learning and curriculum integration and how curricula are organized for children at differing developmental levels with various backgrounds in school literacy environments. Includes content-area reading theories, strategies, approaches to the organization of social studies curricula and instruction, and integration of the fine arts. Prerequisite: Education 303/304 with a grade of B- or better; co-requisite: Education 417.

417 Curriculum and Instruction in the Elementary Schools: Math and Science
Seminar focusing on curriculum and instructional planning for elementary teaching in math and science and how math and science curricula are organized for children at differing developmental levels and with various backgrounds. Includes theoretical and philosophical frameworks for curriculum design, instructional approaches, and assessment in math and science. Also stresses principles of and practice for using various technological teaching tools. This course has substantial fieldwork experiences in science, math, and technology instruction. Prerequisite: Education 303/304 with a grade of B- or better; co-requisite Education 416.

418 Elementary Student Teaching  and Seminar
Full-day supervised teaching for 14 weeks  in a cooperating school and a weekly seminar. This course is graded only on a Credit/D/Fail basis. Prerequisite: Education 416/417 with a grade of B- or better.

419 Secondary Curriculum and Instructional Design
Seminar focuses on the practical use of educational theory in the secondary classroom by investigating and applying knowledge of  curriculum design, learning theory, lesson and course planning, evaluation, integration of classroom technology, and management. Students will conduct research on teaching theory,  present general lesson design demonstrations, and analyze unit structures and resources. Prerequisite: Education 313/315 with a grade of B- or better; co-requisite Education 420.

420 Discipline-Specific Secondary Curriculum and Instructional Design
Seminar focusing on approaches and methodology in the teaching of the content area of certification. Students will explore instructional theories central to their teaching discipline, subject matter-specific ways of constructing knowledge, and specific methods of inquiry and assessment for learning in a particular subject field. Students will conduct research on an area of study, present content-area demonstrations, lectures, and activities, and construct an electronic portfolio of resources for teaching in their disciplines. In addition, each student will be assigned a clinical placement in a high school for observation hours and consultation with a field-based faculty mentor in connection with the class. Prerequisite: Education 313/315 with a grade of B- or better; co-requisite Education 419.

421 Secondary Student Teaching  and Seminar
Full-day supervised teaching for 14 weeks  in a cooperating school and a weekly seminar. This course is graded on a Credit/D/Fail basis. Prerequisites: Education 419 and Education 420 with a grade of B- or better.