EDU 101 - Introduction to Secondary/Middle Education

Introduction to Theory and Practice in Secondary/Middle Education provides an overview of the field, including historical and contemporary influences, knowledge of the learner, observational techniques and the study of teaching from both a personal and professional development perspective. Prerequisite(s): Secondary/Middle major; Special Education 7-12 major; or permission of instructor. Every semester Credit: 2

EDU 125 - Introduction to Theory and Practice in K-8 Education

Introduction to Theory and Practice in K-8 Education provides an overview of the field, including historical and contemporary influences, educational philosophy, observational techniques and the study of teaching from the perspectives of personal and professional development. Prerequisite(s): Elementary Education Major or permission of instructor. Concurrent enrollment in SED 125 is required. Every semester. Credit: 2

EDU 202 - Education Practicum and Seminar in K-8 Education

Practical experience in a public school classroom. The student spends nine hours per week in an assigned classroom working with a mentor teacher and participates in a weekly seminar. In classrooms, the student works with individuals, small groups, and the whole class while developing professional knowledge and responsibilities. Prerequisite(s): Elementary, Special Education, ECE/ECS K-3 majors, Sophomores or above and preregistration with practicum supervisors. Qualifying Praxis I scores; Grades in EDU 125/SED 125 or ECH 150 of C- or better. (Pass/Fail only) Every semester. Credit: 4

EDU 221 - Secondary/Middle Block: Curriculum, Instruction, Classroom Management, Instructional Media, and Practicum

This course is designed to provide pre-service secondary school and middle education majors with the skills to develop an integrated approach to teaching and learning. It will cover models of instruction and planning, teaching and learning styles, assessment strategies, models and organization of curriculum, classroom management, and the role of technology and media within these. These topics will be addressed in conjunction with practical experience in a real classroom. In the classroom, teacher candidates work with individuals, small groups and the whole class. Prerequisite(s): Secondary/Middle Education majors only, sophomores or above; must have passed all three PRAXIS I tests; must pre-register with Practicum supervisors. Every semester. Credit: 12

EDU 262 - Middle Grades Education

This course examines the historic and philosophic contexts of middle level education and current issues affecting middle schools including developmentally appropriate curriculum, instruction and assessment, the guidance role of middle school teachers, and communication with parents and the public. Prerequisite(s): EDU 221 or concurrent enrollment; and must have passed all three PRAXIS I tests. Fall or Spring. Credit: 4

	EDU 277 - Topics in Education
	Topics and practices related to education as selected by program and/or guest faculty. Prerequisite(s): Varies with topic. (Pass/Fail option) Fall or Spring. Credit: 1-4

	EDU 280 - Diversity and Social Justice Education K-8
	This course will address the diversity issues of race, culture, gender, ethnicity, class, affectional orientation, age, and ability as they related to K-8 teachers and students. The impact of diversity issues on classroom interaction and curriculum decisions and materials will be a major focus. Every semester. CCP Credit: 2

EDU 301 - Content Literacy in the Secondary/Middle School

This course is designed to provide secondary and middle pre-service teachers with the knowledge, skills, and resources necessary to incorporate literacy skills into their content area plans. Students will explore and practice the methods and strategies, including testing and measurement assessments, necessary to meet the diverse literacy needs of today's learners allowing them to become independent learners. Teaching and discussing theoretical and practical application of diverse secondary and middle student populations within the contemporary pluralistic classroom, including differentiated learning styles through socio-economic status and heritage will be emphasized. Prerequisite(s): EDU 221 and Professional Standing; or permission of instructor. Every semester. Credit: 4

EDU 302 - Computers in K-8 Education

Prospective teachers will learn to utilize computers and associated technologies to increase their own professional productivity and to enhance learning environments for their K-8 students. Topics include computer literacy, software evaluation, digital imaging, web page construction, multimedia productions, presentations, integration of computer technology into the school curriculum, and the National Educational Technology Standards. Prerequisite(s): Concurrent enrollment in EDU 202 or permission of instructor. Every semester  Credit: 4

EDU 304 - Science Education K-8

This course will focus on the constructivist model of teaching and learning and science content knowledge for the K-8 classroom. The emphasis of the course will be on teaching and assessment techniques, strategies and activities that may be used to teach a diverse community of learners in the K-8 science classroom.  This course will also include a practical experience. Prerequisite(s): One laboratory science course; Professional Standing in Elementary Education; junior status or above. Every semester. Credit: 4

EDU 330 - Young Adult Literature

This course is designed to acquaint prospective secondary/middle teachers with literature published for young adults in grades 7-12. Its emphasis will be on learning how to incorporate this literature into the traditional English curriculum in order to meet the needs of today's learners, and diverse student needs relating to differences in gender, culture and ethnicity, disability, talent and socio-economic background. The inclusion of differentiated learning styles through socio-economic status and heritage are an ongoing dialogue in the English Language Arts classrooms. Literary works are analyzed for pluralistic components in order for young readers in the secondary setting to be introduced to cultures other than their own. This course will provide an opportunity for students to develop materials and techniques for implementing language-centered and interdisciplinary approaches to reading and reading responses. Prerequisite(s): EDU 221; and Professional Standing; or permission of instructor. Fall or Spring.  Credit: 4

EDU 331 - Mathematics Education K-8

This course will address methodological, curricular and professional issues in mathematics education K-8. Topics include how children learn mathematics, math anxiety and avoidance, use of materials and technology, problem solving, implementation of curricular evaluation standards, integration of childrens literature, cognitive development and how it influences learning, how to address common trouble areas in school math, diagnosis and remediation of math disabilities, meeting the challenge of gifted students, and working with parents. Prerequisite(s): Two courses in mathematics; Professional Standing in Elementary Education; junior status or above. Every semester. Credit: 4

	EDU 332 - Social Science and Global Perspectives K-8
	This course addresses the design and implementation of social studies curriculum by focusing on the incorporation of global perspectives and the use of the methods of social science inquiry to engage learners in K-8 classrooms. Prerequisite(s): One social science course; Junior status and above; Professional Standing in Elementary Education. Every semester. CCP Credit: 4

EDU 360 - Secondary/Middle Science Methods

The purpose of this course is to acquaint secondary and middle science education students with the following: developing a research based science education framework, addressing student misconceptions, laboratory and classroom safety and management, classroom and laboratory methods, field experiences, approaches to science and societal issues, scientific inquiry, formative and summative assessments, application of learning theory, planning the science curriculum, national and state standards, development of lessons, evaluation and grading, and teaching practice. Prerequisite(s): Secondary/Middle Education Majors, EDU 221, Professional Standing. Fall or Spring. Credit: 4

EDU 361 - Secondary/Middle Mathematics Education

Methodological, curricular and professional issues in mathematics education, grades 6-12. Focus includes the following topics: high school and middle school math; mathematics anxiety and avoidance; use of materials; problem solving; use of technology; implementation curriculum and evaluation standards; professional development and leadership. This course must be completed with at least a grade of C prior to student teaching in Secondary Mathematics and Secondary Mathematics and Computer Science. Prerequisite(s): Secondary/Middle majors; and Professional Standing; and at least 24 credit hours in math or computer science at or above MAT 141M or COS 140. Fall semester. Credit: 4

	EDU 362 - Secondary/Middle Social Science and Multicultural Education
	Issues in secondary and middle social science and multicultural education, especially issues related to the development of a multicultural perspective and the selection of social studies instructional methods, curriculum materials, and curricula. Prerequisite(s): EDU 221 and Professional Standing or permission of instructor. Fall or Spring. CCP Credit: 4

EDU 363 - Teaching English in Secondary/Middle Schools

The purpose of this course is to acquaint pre-service English/Language Arts teachers with the critical theory, history, standards and multiple roles of the English/Language Arts teacher, with emphasis on NCTE standards, UMF standards and MLR. It provides an opportunity for students to examine and evaluate current issues and research. This course provides an opportunity for students to examine and evaluate current research, issues and ethical considerations that occur when teaching often subjective and sometimes controversial subject matter. Teaching techniques, activities and readings that emphasize integrating diverse instructional strategies into courses, units, and lesson plans will be a primary focus. Prerequisite(s): EDU 221; and Professional Standing; or permission of instructor. Fall or Spring. Credit: 4

	EDU 370 - Art in the Classroom K-8
	This course provides practical experiences with two and three dimensional materials which are applicable to the elementary classroom. Skills and materials will be combined with knowledge of how art can enhance learning in the classroom. Prerequisite(s): Professional Standing in Elementary Education. (Pass/Fail only) Every semester. Credit: 2

EDU 371 - Music in the Classroom K-8

The purpose of this course is to help prospective elementary teachers understand the importance of using music in their classrooms with students. The course will provide students with the opportunity to learn how to use music across the curriculum and to develop an appreciation for the importance of music in many cultures of the world. Prerequisite(s): Professional Standing in Elementary Education. Fall or Spring. Credit: 2

EDU 374 - Creative Dramatics in the Classroom K-8

This course will teach students the use of exploratory-centered drama as an educational tool in the K-8 classroom.  Creative dramatics can be used with any age group as a means of exploring creativity and exposing children to traditional theater arts.  There will be a focus on the use of creative dramatics to integrate and link multiple disciplines in teaching and learning. Prerequisite(s): Professional Standing in Education. Fall or Spring. Credit: 2

	EDU 375 - Movement in the Classroom K-8
	This course combines the use of creative movement and physical activity strategies as educational tools in the K-8 classroom. Future teachers will learn techniques to help their students develop lifelong healthy practices. Prerequisite(s): Professional Standing in Elementary Education. Fall or spring. Credit: 2

	EDU 377 - Topics in Education
	Topics and practices related to education not regularly offered in the education curriculum. Prerequisite(s): Varies with topic. (Pass/Fail option) Fall or Spring. Credit: 1-4

EDU 388 - Reading, Language Arts, and Children's Literature in Grades 4-8

This course will focus on literacy instruction for students in grades 4-8. Course content will include a focus on theories of instruction in reading and language arts as well as strategies and skills emphasized within each theoretical framework; techniques for evaluating literature available for children in grades 4-8 as well as integrating this literature into reading and language arts instruction; and a variety of formal, informal, summative and formative assessment techniques. Consideration will be given to strategies and skills that help children in grades 4-8 develop competence in the areas of language development; knowledge of and appreciation for literature, including literature that represents widely diverse perspectives; writing; comprehension; vocabulary; and word study. Prerequisite(s): Sophomore status or above; ELE or SED majors or permission of instructor; qualifying Praxis I scores; C- or higher in EDU 125 and SED 125. Every year. CCP Credit: 6

	EDU 397 - Independent Study in Education
	Independent study provides an opportunity for a student to initiate, design and carry out a research project or educational activity under supervision of appropriate staff member. Prerequisite(s): Professional Standing in Education and permission of instructor. (Pass/Fail option) Fall or Spring. Credit: 1-4

EDU 402 - History and Philosophy of Education

An interdisciplinary study of the philosophy and history of education, with an emphasis on multicultural educational issues. The heart of the course is for each student to develop his or her own reflected-upon philosophy of education and to approach this personal philosophy within the context of past and present formal philosophies of, theories of, and issues in, education. Prerequisite(s): Professional Standing, successful completions of 24 credits in education courses to include EDU 221, or permission of instructor. Every semester. CCP Credit: 4

EDU 433 - Reading, Language Arts, and Children's Literature in Grades K-3

This course will focus on literacy instruction for students in grades K-3. Course content will include a focus on theories of instruction in reading and language arts as well as strategies and skills emphasized within each theoretical framework; techniques for evaluating literature available for children in grades K-3 as well as integrating this literature into reading and language arts instruction; and a variety of formal, informal, summative and formative assessment techniques. Consideration will be given to strategies and skills that help children in grades K-3 develop competence in language development; knowledge of and appreciation for literature, including literature that represents widely diverse perspectives; writing; comprehension; vocabulary; fluency; word recognition; phonics; and phonemic awareness. Prerequisite(s): Junior status or above; ELE, ECE or ECS majors or permission of instructor; Professional Standing in Education; ELE majors must have completed EDU 388. Every year. CCP Credit: 6

EDU 450 - Student Teaching and Seminar in Elementary Education K-8

Student teachers participate in a variety of supervised experiences in a school to enable them to synthesize educational theory and academic knowledge in K-8 classrooms. Following a school's schedule and working with classroom teachers, their students and other school personnel student teachers increase their responsibilities over time. The target is to assume a full teaching load including all of the non-teaching duties. Students participate in a weekly seminar during their student teaching experience. Prerequisite(s): Professional Standing in Elementary Education; an accumulative GPA of 2.5 or higher; completion of 2/3 of required course work in the arts and sciences concentration; completion of all professional courses with a C- or higher; and a score of 145 for the PRAXIS II, Elementary Education Content Knowledge, 0014. (Pass/Fail only) Every semester. Credit: 16

EDU 460 - Student Teaching and Seminar in Secondary/Middle Education

Student teachers participate in a variety of supervised experiences in a school to enable them to synthesize educational theory and academic knowledge in 7-12 classrooms. Following a school's schedule and working with classroom teachers, their students and other school personnel, student teachers increase their responsibilities over time. The target is to assume a full teaching load including all of the non-teaching duties. Students participate in a weekly seminar during their student teaching experience. Prerequisite(s): Professional Standing in Secondary/Middle Education; an accumulative GPA of 2.5 or higher; completion of all of required coursework in the arts and sciences concentration and all professional courses with a C- or higher; and a passing score for the PRAXIS II as recommended by the State (see department for specifics). (Pass/Fail only) Every semester. Credit: 16

EDU 470 - Teacher as Professional

Students will use their student teaching experiences as well as content and pedagogical knowledge to generate and explore important issues for beginning professionals. Topics may include: legal and ethical responsibilities, health and well being, working with families, and instructional leadership. Prerequisite(s): Successful Completion of Student Teaching. (Pass/Fail option) Every semester. Credit: 4

	EDU 477 - Topics in Education
	Topics and practices related to education not regularly offered in the education curriculum. Prerequisite(s): Varies with topic. (Pass/Fail option) Fall or Spring. Credit: 1-4

EDU 490 - Student Teaching and Seminar in Community Health Education K-12

Student teachers participate in a variety of supervised experiences in a school to enable them to synthesize educational theory and academic knowledge in K-12 classrooms.  Following a school's schedule and working with classroom teachers, their students and other school personnel student teachers increase their responsibilities over time. The target is to assume a full teaching load including all of the non-teaching duties. Students participate in a weekly seminar during their student teaching experience. Prerequisite(s): Professional Standing in Secondary/Middle Education; an accumulative GPA of 2.5 or higher; completion of all of required coursework in the arts and sciences concentration and all professional courses with a C- or higher; and a passing score for the PRAXIS II as recommended by the State (see department for specifics). (Pass/Fail only) Every semester. CCP Credit: 16