EDU - Education

An orientation course for students who expect to enter the teaching profession. Considers the history, principles, problems, and philosophy of public education in American society. Study of the desired competencies in teaching, evaluation of one's own capacities, interests, and abilities, and planning of one's professional career.

This course provides an opportunity for the education major to develop skills in using word processing, database, Power Point, spreadsheet applications and webquest development. Application of the uses of the Internet will be included. Foundation to this course are the standards as set forth by the International Society of Technology in Education (ISTE) in their National Education Technology Standards for Teachers (NETS*T): Also, the student will understand the National Educational Technology Standards for Students (NETS) Basic operations and concepts, social, ethical, and human issues, Technology productivity tools, Technology communications tools, Technology research tools, Technology problem-solving and decision-making tools and how these standards will impact future teachers.

This in-depth course for early/middle childhood majors (P-6) is designed to encourage the student to take a critical look at the art of literature for young children and explore the possibilities of response to that literature. Emphasis will be placed on the careful selection of developmentally appropriate quality literature of various genre. A range of response modes is also explored which include drama, movement, music, and illustration to support students' transactions with text. The course also includes a study of how multicultural perspectives in literature can be considered in order to transform students' knowledge, attitudes and behaviors through careful selection of books for literature-based instruction. A current criminal background check may be required; students are responsible for related expenses.

This course is intended to help education majors to synthesize, integrate, and apply their understanding of current trends and critical issues in the field of education. It will explore, in depth, various topics of relevance to educations, and will deepen the education majors' understanding and application of issues presented in the professional education course sequence. Topics will be developed and decided by department. Prerequisite: admission to the Teacher Education Program. Elective credit only.

Learn how to develop a child's phonemic awareness to prepare him or her to be a successful reader. This course begins with phonemic awareness assessment options. Based on assessment results, the teacher can determine which strategies are most appropriate for each student. Instructional strategies presented in the course include rhyming, alliteration, onset and rime, syllable segmentation and more.

This course is the second of three one-hour courses which addresses the role of phonics in a balanced reading program. This course will focus on the concepts of grapheme/phoneme relationships, phonic generalizations and syllabication. Materials for teaching and practicing these concepts will be developed.

This course explores word recognition and spelling skills K-12 -- with a K-8 emphasis. Based on extensive observations and experiences in real classrooms it combines discussions of theory and practical assessment tools and techniques with over 250 ready-to-use word study, spelling, vocabulary, and phonics activities presented in a developmental sequence from Preliterate through the Derivational Constancy stage. It shows students how to work with picture and word sorting, how to use word banks at the beginning of phases, and how to incorporate word study into reading and writing.

This one credit elective course is designed to explore research-based classroom management theories and strategies. Students will critically analyze historical and current management theories as they develop their own classroom management plans. Prerequisites: EDU-295 and EDU-296.

A study of the learning processes, methods of evaluation, and basic classroom management techniques. Special attention is devoted to students with special needs and multicultural perspectives. A current criminal background check may be required; students are responsible for related expenses. Prerequisites: EDU-130 and PSY-150.

This course will focus on the stages of literacy acquisition and examine the building blocks of teaching children how to read and write. During this course, students will become proficient in the core components of literacy instruction which consist of phonemic awareness, phonics, fluency, vocabulary, text comprehension and response. This course includes an exploration of instructional strategies to implement a coordinated literature program and begin to plan appropriate curriculum in literacy development.

The general methods course for senior high/junior high/middle school majors emphasizing lesson design, mastery teaching, motivation, effective instruction, classroom management, learning styles, and multicultural perspective. A current criminal background check may be required; students are responsible for related expenses.

Young Adult Literature is designed to give the prospective teacher an understanding of the content, conflicts, themes, protagonists, and language of the contemporary young adult genre. It stresses the application of criteria for evaluation, selection, developmental appropriateness, and utilization of literature by reading actual selections, practicing reader response, and small group discussion. Set in the context of current research, reading selections emphasize multicultural, world, and gender perspective literature in order to develop appreciation for diverse literature, and lifelong learning. The transaction of faith and learning is a strong component of the course.

This course is designed to provide an overview of Early Childhood education including a historic perspective and an understanding of the early childhood curriculum based on developmentally appropriate practice as defined by the National Association of Young Children (NAEYC). Creating, organizing and managing an effective learning environment as well as developing strategies for observing and assessing the young child will be emphasized.

This introductory course for early/middle childhood majors (P-6) is designed to expose the student to the varied teaching strategies/methodologies of classroom management, lesson preparation and presentation, and selection of developmentally appropriate learning activities. The course includes a study of how multicultural perspectives can be reflected in curricular design, planning and evaluating, instructional design and assessment, professional practice, and teachers' and students' knowledge, attitudes and behaviors. Current educational issues such as diversity in the classroom and parent involvement are discussed. A current criminal background check may be required; students are responsible for related expenses. This course is a prerequisite to Stage C Courses. Prerequisite: EDU-130 or permission of the School of Teacher Education.

A course designed to acquaint the elementary education major with elements of movement, music, theater, and the several visual arts as primary media for communication, inquiry, and insight among elementary students. The visual arts component of the class includes teaching techniques and skills in handling the various art materials suitable for the elementary school classroom. A strong emphasis is placed on integrating art into the other elementary subjects. The music component of the class includes a general knowledge of the fundamentals of music, developed through singing, listening, playing, performing, moving and creating. The music component also emphasizes the uniqueness of music as well as the integration of music in other content areas. Prerequisite: EDU-290.

Three weeks of full-time field experience within a public/private school classroom under direction of a classroom teacher and university supervisor. Course includes college seminars which provide overview and guidelines for classroom observation strategies. May Term. A current criminal background check may be required; students are responsible for related expenses. Prerequisites: EDU-130 or permission of the School of Teacher Education. CR/NC

Two weeks of full-time field experience within a public/private school classroom under direction of a classroom teacher and university supervisor. Course includes college seminars which provide overview and guidelines for classroom observation strategies. May Term. A current criminal background check may be required; students are responsible for related expenses. Prerequisites: EDU-130 or permission of the School of Teacher Education. CR/NC

This one credit course is designed to explore research-based classroom management theories and strategies. Students will critically analyze historical and current management theories as they develop their own classroom management plans.

This course provides an opportunity for the education major to develop and/or improve skills in working with English Language Learners in the general elementary classroom. Students will learn the stages of culture shock, stages of second language acquisition, characteristics of academic English, and instructional practices that will enhance learning for English Learners in mathematics, social studies, science, and literacy.

The course fosters the application of methods in the classroom clinical experience. Special emphasis is taken on the use of concrete materials and the transfer to representative and symbolic mathematical language. Field experience included; Component of the Red Content Literacy Block. Prerequisite: admission to the Teacher Education Program.

This course serves to introduce pre-service teachers to the problems involved in learning from text. This course emphasizes practical strategies of reading and writing and methods of teaching from text that are particularly appropriate for use in middle schools and high schools. This course also addresses issues of student diversity and characteristics of texts for the less able reader to the gifted/talented. Emphasis is placed on the integration of various theories and strategies based on current standards, research and recommendations of IRA, NCTE, NCTM, NCSS, ASCD, etc. Prerequisite: Admission to the Teacher Education Program, or permission of the School of Teacher Education.

This course provides a study of methods and materials used in developing an integrated language arts program in the elementary classroom. Strategies for incorporating speaking, listening,reading, writing, grammar, spelling, and handwriting as part of thematic units are emphasized. NCTE and IRA guidelines are used as standards of proficiency. Field Experience included; Component of the Red Content Literacy Block. Prerequisite: admission to the Teacher Education Program.

This course introduces current and emerging ideas and trends for elementary education majors, grades P-6. The focus will be on the development of an integrated/interdisciplinary curriculum. Emphasis on objectives and standards, discovery-inquiry, teaching strategies for diverse learners, and lesson plan/unit plan development will facilitate competency. Special attention will be given to an inclusive environment with differentiated instruction. Based on NCSS standards. Field experience included; component of the Gray Content Literacy Block. Prerequisite: admission to the Teacher Education Program.

An emphasis is placed on understanding and implementing Guided Discovery Approach. Emphasis on writing performance objectives, discovery-inquiry, teaching strategies, and unit development will facilitate competency in these disciplines. Special attention will be given to learning-styles differentiation. Based on NSF and NCSS standards. Prerequisite: Admission to the Teacher Education Program. Field experience included; Component of the Red Content Literacy Block

Observation and participation in a public/private school classroom. Experience shall be gained under the direction of an identified supervising teacher, with university-provided supervision at the level appropriate to the area, and in an accredited school within the state of Indiana. A current criminal background check may be required; students are responsible for related expenses. Prerequisite: Admission to the Teacher Education Program. CR/NC

The primary focus of this course is literature for young children and elementary students. It is designed to equip teachers to evaluate, select, and utilize literature for children from a wide range of genres with emphasis on reading aloud, storytelling, authors/illustrators, cultural diversity, and current research in the field within the framework of integration of faith and learning. Methodological strategies are addressed through the actual reading of selections. Prerequisite: Admission to the Teacher Education Program. Field experience included; component of the Gray Content Literacy Block.

This course emphasizes the early childhood curriculum, planning for teaching, classroom management and teacher-student interactions. It requires the application of knowledge acquired in EDU-271. Experience will be gained through 150 hours of participation and supervision in a primary setting (P-3) under the direction of a cooperating teacher and university supervisor in an accredited school. Professional development seminars will be included. A current criminal background check may be required; students are responsible for related expenses. CR/NC. Prerequisites: Admission to the Teacher Education Program.

The separate divisions of this course are given by instructors in the various departments. General methods of teaching for secondary majors include planning, teaching techniques, models of teaching, learning theories, measurement and evaluation, motivation, classroom management and discipline, culturally different learners, and special-needs learners as applied to teaching. Variations of this class are offered for English, Mathematics, Music, Physical and Health Education, Science, Spanish, Social Studies, Teaching English to Speakers of Other Languages, and Visual Arts Education majors. Prerequisite: Admission to the Teacher Education Program. Co-requisite: EDU-382C.

Students gain field experience applying effective methods in a public/private school classroom under the direction of a classroom teacher and evaluated by a university supervisor. The field experience will be offered in appropriate subject areas and grade levels. A Criminal Background Check in required. The practicum includes college seminars to provide guidelines for the experience. Prerequisites: Admission to the Teacher Education Program or permission of the School of Teacher Education.

Students gain field experience applying effective methods in a public/private school classroom under the direction of a classroom teacher and evaluated by a university supervisor. The field experience will be offered in appropriate subject areas and grade levels. A Criminal Background Checkis required. The practicum includes college seminars to provide guidelines for the experience. Prerequisites: Admission to the Teacher Education Program or permission of the School of Teacher Education.

Students gain added field experience working to remediate teacher effectiveness and classroom performance. The student will be assigned to a public/private school classroom under the direction of a classroom teacher and evaluated by a university supervisor. The field experience will be offered in appropriate subject areas and grade levels. The practicum includes college seminars to provide guidelines for the experience. A current criminal background check may be required; students are responsible for related expenses. Prerequisites: Admission to the Teacher Education Program or permission of the School of Teacher Education.

This course provides prospective teachers with practical experience in classroom diagnosis of reading problems as well as techniques, methods, and materials involved in remediation. Diagnostic Teaching strategies based on current research and International Reading Association guidelines are emphasized. Field experience provided through EDU-391. Prerequisites: Admission to the Teacher Education Program.

This practicum facilitates the immediate application of skills learned in EDU-386 and emphasizes an active but reflective approach to assessment. You will perform various classroom assessments through numerous exercise and teaching simulations where you receive feedback from peers and self-assess to reflect and improve your teaching. You will also learn from others and provide constructive feedback to help others improve their assessment skills. In doing so, you will construct your own philosophy of assessment that goes beyond the grade book to better, more effective teaching. Co-requisite: EDU-386.

This course studies the theories, approaches, and methodology of teaching reading/literacy in the elementary classroom. Emphasis is placed on the planning and teaching of reading/literacy as an integrated, balanced literacy approach. Strategies for integrating skills such as phonics into meaningful literacy lessons are examined. Students identify components of a total Language Arts/literacy program which integrates various theories and strategies based on current research and recommendations of the International Reading Association. Co-Requisites: EDU-354 (Language Arts Methods) and EDU-365 (Children's Literature). Field experience provided through EDU-373. Prerequisite: Admission to the Teacher Education Program. (Component of Junior Professional Year).

Experience applying the methods of the junior professional semester in the public/private school classroom. Students spend one-half of each day (afternoons, a total of 150 hours) each semester working alongside a practicing teacher. A current criminal background check may be required; students are responsible for related expenses. CR/NC. Prerequisite: Admission to the Teacher Education Program.

Individually arranged program of tutoring experience during which the college practicum student tutors a student from another cultural background who is struggling academically. The tutor will assess learning and plan remediation strategies for the child. This practicum will be under the direction of a University Supervisor. This experience will last no less than 10 weeks and will include two sessions weekly at 2 hours each. Prerequisites: Admission to the Teacher Education Program and successful completion of Stage C courses.

Work with a faculty mentor and in cooperation with an Honors College advisor, producing a research thesis or creative project.

The separate divisions of this course are given by instructors in the various departments. General methods of teaching for secondary majors include planning, teaching techniques, models of teaching, learning theories, measurement and evaluation, motivation, classroom management and discipline, culturally different learners, and special-needs learners as applied to teaching. Variations of this class are offered for English, Mathematics, Music, Physical and Health Education, Science, Spanish, Social Studies, Teaching English to Speakers of Other Languages, and Visual Arts Education majors. Prerequisite: Admission to the Teacher Education Program. Co-requisite: EDU-382C.

The separate divisions of this course are given by instructors in the various departments. General methods of teaching for secondary majors include planning, teaching techniques, models of teaching, learning theories, measurement and evaluation, motivation, classroom management and discipline, culturally different learners, and special-needs learners as applied to teaching. Variations of this class are offered for English, Mathematics, Music, Physical and Health Education, Science, Spanish, Social Studies, Teaching English to Speakers of Other Languages, and Visual Arts Education majors. Prerequisite: Admission to the Teacher Education Program. Co-requisite: EDU-382C.

The separate divisions of this course are given by instructors in the various departments. General methods of teaching for secondary majors include planning, teaching techniques, models of teaching, learning theories, measurement and evaluation, motivation, classroom management and discipline, culturally different learners, and special-needs learners as applied to teaching. Variations of this class are offered for English, Mathematics, Music, Physical and Health Education, Science, Spanish, Social Studies, Teaching English to Speakers of Other Languages, and Visual Arts Education majors. Prerequisite: Admission to the Teacher Education Program. Co-requisite: EDU-382C.

The separate divisions of this course are given by instructors in the various departments. General methods of teaching for secondary majors include planning, teaching techniques, models of teaching, learning theories, measurement and evaluation, motivation, classroom management and discipline, culturally different learners, and special-needs learners as applied to teaching. Variations of this class are offered for English, Mathematics, Music, Physical and Health Education, Science, Spanish, Social Studies, Teaching English to Speakers of Other Languages, and Visual Arts Education majors. Prerequisite: Admission to the Teacher Education Program. Co-requisite: EDU-382C.

The separate divisions of this course are given by instructors in the various departments. General methods of teaching for secondary majors include planning, teaching techniques, models of teaching, learning theories, measurement and evaluation, motivation, classroom management and discipline, culturally different learners, and special-needs learners as applied to teaching. Variations of this class are offered for English, Mathematics, Music, Physical and Health Education, Science, Spanish, Social Studies, Teaching English to Speakers of Other Languages, and Visual Arts Education majors. Prerequisite: Admission to the Teacher Education Program. Co-requisite: EDU-382C.

The separate divisions of this course are given by instructors in the various departments. General methods of teaching for secondary majors include planning, teaching techniques, models of teaching, learning theories, measurement and evaluation, motivation, classroom management and discipline, culturally different learners, and special-needs learners as applied to teaching. Variations of this class are offered for English, Mathematics, Music, Physical and Health Education, Science, Spanish, Social Studies, Teaching English to Speakers of Other Languages, and Visual Arts Education majors. Prerequisite: Admission to the Teacher Education Program. Co-requisite: EDU-382C.

The separate divisions of this course are given by instructors in the various departments. General methods of teaching for secondary majors include planning, teaching techniques, models of teaching, learning theories, measurement and evaluation, motivation , classroom management and discipline, culturally different learners, and special-needs learners as applied to teaching. Variations of this class are offered for English, Mathematics, Music, Physical and Health Education, Science, Spanish, Social Studies, Teaching English to Speakers of Other Languages, and Visual Arts Education majors. Prerequisite: Admission to the Teacher Education Program. Co-requisite: EDU-382C.

The separate divisions of this course are given by instructors in the various departments. General methods of teaching for secondary majors include planning, teaching techniques, models of teaching, learning theories, measurement and evaluation, motivation, classroom management and discipline, culturally different learners, and special-needs learners as applied to teaching. Variations of this class are offered for English, Mathematics, Music, Physical and Health Education, Science, Spanish, Social Studies, Teaching English to Speakers of Other Languages, and Visual Arts Education majors. Prerequisite: Admission to the Teacher Education Program. Co-requisite: EDU-382C.

The separate divisions of this course are given by instructors in the various departments. General methods of teaching for secondary majors include planning, teaching techniques, models of teaching, learning theories, measurement and evaluation, motivation, classroom management and discipline, culturally different learners, and special-needs learners as applied to teaching. Variations of this class are offered for English, Mathematics, Music, Physical and Health Education, Science, Spanish, Social Studies, Teaching English to Speakers of Other Languages, and Visual Arts Education majors. Prerequisite: Admission to the Teacher Education Program. Co-requisite for TESOL Education majors: EDU-382C.

The separate divisions of this course are given by instructors in the various departments. General methods of teaching for secondary majors include planning, teaching techniques, models of teaching, learning theories, measurement and evaluation, motivation, classroom management and discipline, culturally different learners, and special-needs learners as applied to teaching. Variations of this class are offered for English, Mathematics, Music, Physical and Health Education, Science, Spanish, Social Studies, Teaching English to Speakers of Other Languages, and Visual Arts Education majors. Prerequisite: Admission to the Teacher Education Program. Co-requisite: EDU-382C.

Individually arranged reading, problem solving, or research in current trends of education. Prerequisites: ENG-120 or equivalent, consent of professor, School of Teacher Education, and Associate Dean for Academic Affairs.

Full-time student teaching in accredited schools under the direction of a supervising teacher and a School of Teacher Education faculty supervisor. Students may, if selected, participate in the cross-cultural Student Teaching Experience in an approved overseas school. Each student will receive two 8-week placements. Placements will be diversified according to the student's program and licensing requirements. A current criminal background check may be required; students are responsible for related expenses. Prerequisites: Admission to Student Teaching and successful completion of Stages A-C of the Teacher Education Program. CR/NC

Full-time student teaching in accredited schools under the direction of a supervising teacher and a School of Teacher Education faculty supervisor. Students may, if selected, participate in the cross-cultural Student Teaching Experience in an approved overseas school. Each student will receive two 8-week placements. Placements will be diversified according to the student's program and licensing requirements. A current criminal background check may be required; students are responsible for related expenses. Prerequisites: Admission to Student Teaching and successful completion of Stages A-C of the Teacher Education Program. CR/NC

(Art, Music, Physical and Health Education) Full-time student teaching in accredited schools under the direction of a supervising teacher who has participated in supervisory seminars conducted by the Indiana Wesleyan Teacher Education Program (with the exception of cross-cultural student teaching placements). Students may, if selected, participate in the cross-cultural Student Teaching Experience in an approved overseas school. Each student will receive two 8-week placements. Placements will be diversified according to the student's program and licensing requirements. A current criminal background check may be required; students are responsible for related expenses. Prerequisites: Admission to Student Teaching and successful completion of Stages A-C of the Teacher Education Program. CR/NC

A seminar stressing a professional examination of principles of classroom instruction and management, certification, job search procedures, interviewing strategies, mock interviews, accountability, and current issues in education. Activities relate theory to practical experience. An emphasis is placed upon the individual's refinement of reflective analysis skills regarding instructional/managerial strategies. CR/NC

This course is a high-impact staff-development program that empowers teachers to reach the learning style preferences of all students. Learn to rotate kinesthetic, tactual, auditory, and visual verbs and activities. Increase academic success for all students by using teaching activities for all student preferences. Observe and practice five steps that ensure concept development in students. Build memory techniques to expand students' short-and long-term memory.

This course opens the doors to brain-compatible teaching by matching verbal structures to thinking processes. Learn how the mind processes information . Learn questions and statements that match the natural processes of the mind. Plan lesson formats that stimulate real-life thinking. Use imaging for spelling and word mapping. Learn to use simulations, case studies, and role plays that produce clear and rapid learning.

Questions for Life trains teachers to ask questions in the classroom that are the same as those that people ask in all life situations. At the same time, teachers are trained to help students recognize the type of questions being asked and the type of critical thinking required to get the answers. Teachers are trained to teach their students to ask the questions themselves. There are eleven questions: Perception, Induction, Analysis, Same/Different, Insight, Appraisal, Summary, Evaluation, Idea, Prediction, and Action. Teachers become familiar with highly effective questioning combinations which produce student thinking and internalization of curriculum.

Students working in groups engage in decision-making processes similar to real-life situations. Learning is enhanced through the cooperative learning model. Teachers will be training in the techniques for setting up effective cooperative learning models. Classroom management techniques, which provide structure while students work in groups, will be discussed and modeled.

This course focuses on unlocking teachers' creativity so they can develop lessons that motivate their students to participate and to learn. Teachers learn to design compelling activities through which students develop their own creativity, use more lateral/right brain thinking, and become more involved in their own learning.

This course is designed to assist teachers in learning the theoretical foundations and instructional strategies which promote student engagement. Learning activities will direct course participants toward understanding current research and applying the concepts to their students. In study-team, discussion, and group activities, participants will clarify course concepts and consider how they are or are not appropriate for their own teaching situation.

Based on the work of Howard Gardner, this course focuses on understanding each of the eight intelligences. Participate in discovery centers to experience each intelligence. Using real-life examples, practice identifying people's dominant intelligence. Learn teaching strategies and classroom activities that enhance the intelligences. Find out how to design lessons incorporating all eight intelligences into the lesson framework. View a school district's program for integrating the intelligences in to a school wide framework.

Participants will examine the elements and models of classroom management and discipline. Participants will explore their philosophical beliefs about how students learn best with the intention of devising a personal approach to management--one that meets the needs of their students, their needs, and the needs of the situation. Emphasis will be placed on preventive strategies, teaching social skills, cooperation, and conflict resolution. In addition, strategies for working with challenging students will be explored in depth. Not open to students with credit in EDU-595.

This course is designed to assist teachers in learning the theoretical foundations and practical strategies that address the current thinking on classroom assessment. Participants will learn the critical role that classroom assessment plays in the learning process. Both traditional and contemporary methods of assessment will be presented. The ultimate goal of the course is to provide assessment strategies that not only measure student progress but also significantly improve teaching and learning. Not open to students with credit in EDU-553 or EDUE-553.

This course introduces K-8 teachers to science experiments utilizing common inexpensive equipment and material. Teachers will do many of the hands-on activities designed to supplement regular classroom science programs. Printed directions will be given and experiments planned such that these projects may be used in the normal K-8 classroom.

This course will examine the major theories behind recent brain research as it relates to educational settings. Special emphasis will be placed on the practical applications of this research with respect to curriculum design, assessment methods, and instructional strategies in the classroom.

This course provides an opportunity for prospective candidates to investigate the influence that contemporary social issues exert on systems of formal education. In particular, prospective candidates will examine change processes as they occur in education and acquire the basic skills needed to serve as world changers in the lives of individual students, the education profession, and society at large. They will examine the ways in which current issues and agendas for change require a stable, defensible set of core values. Based on these investigations, prospective candidates will initiate work, which will enable the prospective candidates to begin planning and preparing a personal/professional mission statement and the Applied Masters Portfolio.

Content literacy is the ability to use reading and writing to learn subject matter in a given discipline. Making literacy a top priority means reading strategies must be incorporated into courses across the curriculum throughout the middle school and high school years. Content-area teachers are in a strategic position to influence adolescents' use of literacy for academic learning. To this end, every teacher has a role to play. Improving Reading in the Content Area is designed to help teachers understand their roles in building content literacy in their classrooms. Learning activities will direct course participants toward understanding current research and theoretical foundations and applying the concepts to their students. In study-team, discussion and group activities, participants will clarify course concepts and consider how they are or are not appropriate for their own teaching situation.

This course emphasizes practical skills that will help students increase self-responsible behaviors and assume increasing amounts of control over their school lives. It will help teachers create a classroom learning environment that models, invites, and teaches self-responsible behaviors.

This course gives teachers the basics for building an understanding of the power of technology to enhance teaching, create educational materials, manage classroom chores, provide motivational instruction, communicate with and research the vast virtual world of the internet. (Lab Fee in addition to tuition.)

This course will enable master teachers to give leadership to the process of curriculum development in schools, kindergarten through high school level. Topics include the theoretical foundations, professional literature and language of curriculum, models for curriculum development, curricular processes, and the role of personnel, governments, and agencies in those processes. In this first of four core courses, special emphasis is given to four roles of the teacher who functions as a change agent. The course is designed to assist teachers in translating theory into practice through development of a Showcase Teaching Unit that will synthesize their learning. Activities will be consistent with the Teacher as World Changer conceptual framework and its corresponding five outcomes.

This course explores a variety of accepted theories of instructional design as identified by key writers and researchers in this field. Several teaching models common to these theories are studied and practiced. Candidates will select, use, and evaluate their own use of these models in authentic teaching situations. Not open to students with credit in EDUE-551.

This course will explore current practices and research on effective formative and summative assessments for P-12 classrooms. It is designed to help the teacher leader explore the construction, selection and use of criterion-referenced, norm-referenced, and alternative assessment methods based upon course objectives which align with state and national standards. Emphasis is placed on measuring and recording P-12 student learning and making adjustments to instruction based on assessment data. Not open to students with credit in EDUE-553 or EDU-539.

This course will examine the use of computer technology for instructional and classroom management purposes. Prospective candidates will become acquainted with hardware and courseware through ?hands on? experience with laptop computers (IBM compatible). Emphasis is placed on the use of available equipment and upon the evaluation and integration of instructional software within the standard classroom. The delivery support and classroom use of technology are examined. Special attention is given to the curricular integration of those technologies. Prospective candidates are exposed to and trained in the use of computer applications. Participants will evaluate their own use and their school district?s use of technology. They will examine ways they might serve as change agents by moving the use of technology forward in their schools.

This course is designed to help regular classroom teachers learn how to adapt, adopt, and/or create classroom instruction and materials to meet a variety of needs pertinent to P-12 inclusive classrooms. These adaptations must support curricular goals, assessment methods, and instructional strategies in such a way as to improve P-12 student learning. Since funding for new instructional materials can represent a significant challenge for teachers, effective grant writing will also be included in this course. Multicultural concerns, balanced grading and assessment, multiple intelligences, exceptional needs, and diversity issues must be considered when developing these adaptations to promote learning opportunities for all students. Not open to students with credit in EDU-593.

This course is an introduction to educational research strategies with an emphasis on the practical application of research theories and principles. In this course, candidates develop an Action Research Proposal. They then implement the entire action plan cycle in their specific educational context. Not open to students with credit in EDUE-556 or EDUE-602.

This course is an introduction to educational research strategies with an emphasis on the practical application of research theories and principles. In this course, candidates develop an Action Research Proposal. They then implement the entire action plan cycle in their specific educational context. Candidates are expected to share the results of their research with colleagues in their particular building or school district providing teacher leadership opportunities for the candidate.

This course is a continuance of the two hour Research class offered earlier in the program (EDU-556A)

This course has two primary purposes. First, M.Ed. candidates will build and implement a Professional Technology Growth Plan in EDU-553 to build knowledge and skills by incorporating educational technology across their curriculum. Candidates will demonstrate their technology growth through the portfolio process and by developing lessons for the classroom setting. Second, candidates will expand proficiency development by utilizing educational technology for major course work in all M.Ed. classes beyond EDU-554 and in the development of the Applied Masters Portfolio.

A continuation of EDU-558A.

A continuation of EDU-558A and EDU-558B.

This course will provide the candidate with supervised practical application of Teacher as World Changer research to practice authentic learning experiences at the classroom and building level. Candidates will demonstrate and exhibit curriculum and instruction skills leading to greater success for the diverse needs of learners. Authentic performance based assessment performances will be observed, assessed, and documented in the Applied Masters Portfolio through the program. Candidates are expected to utilize the acquired knowledge for school improvement as a teacher leader.

A continuation of EDU-559A.

A continuation of EDU-559A and EDU-559B.

This course will allow participants to review state curriculum teaching standards with an emphasis on developing a toolbox of demonstrations and labs to facilitate teaching Chemistry in middle and high schools. This class will provide a hands-on experience as participants perform lab experiments and replicate demonstrations.

This course will present research-based concepts and strategies to help elementary teachers teach mathematics effectively and confidently. Participants will learn how to incorporate critical processes for developing mathematical understandings and designing instruction that will help all students learn significant mathematics concepts, processes, and procedures with depth and understanding. The goal is to aid students in reaching higher levels of achievement in math.

This course will lead teachers from the entry level of technology use in their classroom to integration of new technologies into class activities and projects, and development of new approaches to teaching and learning that use technology and the natural curiosities of their students. Participants should have completed the BYTES course or have a strong foundation in Microsoft Power Point programs. Not open to students who have received credit for EDU-554. This course cannot be applied to the M.Ed. degree.

This course focuses on the major theories, strategies, and applications of standards-driven learning environments. Participants in this course will utilize self-assessment tools and reflective practices in addition to reviewing current literature and educational research studies prior to developing a personal growth plan based around content and developmental standards for professional educators. Emphasis will be placed on the nature of the educational change process in a problem-based learning environment from a Christian worldview.

This course provides a comprehensive view of the interaction between the learner, their motivation for learning, and the teacher. The areas of review include a review of motivational theory and practice, the variability of learner characteristics, strategies for the design and implementation of motivational support structures.

This course provides foundational knowledge and principles that underlie the topics, issues and strategies relevant to reading instruction. Not open to students with credit in EDU-543.

This graduate course introduces curriculum, instruction, and assessment in the context of standards and accountability, and holds paramount the goal of high levels of learning and achievement for all students. Teachers examine their academic standards and design classroom curriculum and instruction that will challenge and affirm all learners. Teachers use a thoughtful design process that emphasizes the importance of alignment, current learning theory and learner variables, and the need for differentiation to meet diverse student needs. Not open to students with credit in EDU-550 or EDUE-550.

A survey study of current societal expectations for U.S. public schools, school cultures, school governance, and impact of historical philosophies of education on current instructional decisions is the focus of this course. Traditional and field research methods are employed by candidates in demonstrating acquisition of knowledge, related skills, and dispositions.

This course is a study of learning theory and its application within a K-12 classroom of diverse learners. Emphasis is given to its influences on the selection of instructional and assessment practices, curriculum design and classroom management techniques. The candidates employ traditional and field research models.

This course provides an exploration of specific teaching and learning strategies for secondary students requiring mild interventions and the application of these strategies in planning instruction to insure learning by all students in the least restrictive environment.

The interrelatedness of academic standards, assessment design and practices, instructional decisions, and K-12 student learning are explored while constructing assessment tools designed to eliminate bias and to accurately assess the learning of all students regardless of exceptionalities, learning styles, primary language, or other unique student characteristics.

This hands-on learning experience provides skill in the selection and utilization of appropriate technology applications to facilitate K-12 students? self-directed learning, design and preparation of teaching tools, facilitation of classroom management skills, and implementation of communication between all stakeholders.

This course provides the candidates with supervised practical application of program knowledge, skills, and dispositions in facilitating K-12 students' learning. Authentic assessments documenting candidates' professional growth will be exhibited in Teacher Work Samples. This course utilizes learning mangement tools to guide candidates' journaling, peer reflections, and monitoring of candidates' assignments and their grades. This course may be repeated for additional areas of licensure.

This course builds on academic standards and their appropriate assessments to design instruction that will enable K-12 students to demonstrate attainment of those standards' outcomes. Skill is gained in areas such as lesson design, design of the learning environments, classroom management, and implementation of curriculum designs in order to provide quality instruction for all students including high ability learners, exceptional needs learners, English as Second Language learners, and learners from other cultures or ethnicities.

The theory and skills for developing thematic units of study are explored. Candidates survey key elements in the disciplines of mathematics, science, and social studies and construct a thematic unit that is interdisciplinary in nature, informed by learning styles research, is developmentally appropriate for the target student population, and provides quality instruction for all students including high ability learners, exceptional needs learners, English as Second Language learners, and learners from other cultures or ethnicities.

This course is a continuation of EDU-575 in which the candidates continue to develop Teacher Work Samples and complete the Teacher Profile Portfolio.

This is a study of theories, approaches, and methodologies of teaching developmental reading/literacy in the elementary classroom. The gap from theory to practice is bridged by development of a unit of study that emphasizes the development and selection of reading material, the construction and implementation of lesson plans for a diverse student population, and the assessment of K-6 students' performances.

This course provides candidates with K-6 classroom opportunities to implement various theories, approaches, and methodologies of teaching reading and language arts. A Cooperating Teacher, the University Supervisor, and the course professor provide guidance and assessment of candidate performance. A Reading capstone project is developed that demonstrates that all students can learn regardless of learning exceptionalities, cultural backgrounds, or language barriers.

This course provides candidates with practical skills in the selection and administering of diagnostic assessments to identify individual areas of students' reading progress. These assessments result in the implementation of reading intervention strategies used in response to those identified areas of students' needs.

This course, under the direction of a site based mentor and university professor, guides and assesses the candidate's demonstration of the knowledge, skills and disposition necessary for appropriate diagnosis and remediation of K-6 learner reading/literacy deficiencies. Artifacts demonstrating appropriate conceptual framework domains as well as state and national standards will be compiled in the Reading Portfolio. Graded on a CR/NC basis.

This course is designed to train experienced teachers to assist beginning teachers through the first year teaching experience. The focus will be effective communication, support, adult learning theory application to mentor relationships, classroom observation techniques, and standards-based teaching techniques.

This course focuses on the purposes of various types and sizes of small groups and on methods for implementing them in the classroom. Teachers will explore how to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

This course serves as a foundation for classroom teachers who seek to improve their delivery of curriculum, assessment, and instruction to diverse P-12 populations. Recent research studies on cognitive learning theories form an integral part of this course as classroom teachers are shown various methods of improving their students' learning, including the retention and generalization of that learning over time. The benefits of vertical and horizontal articulation of diverse learning environments within schools and school districts will also be highlighted. Not open to students with credit in EDUE-507.

This course is intended to provide candidates with an overall conceptual understanding of multiple perspectives on diversity in today's educational settings. Additionally, candidates are expected to take that understanding and apply it to their classroom settings in ways that provide more inclusive techniques for students placed in their charge. A broader understanding of the community in which the candidates teach is also an important facet of this course.

This course is intended to provide candidates with an overall conceptual understanding of multiple perspectives on diversity in today's educational settings. Additionally, candidates are expected to take that understanding and apply it to their classroom settings in ways that provide more inclusive techniques for students placed in their charge. A broader understanding of the community in which the candidates teach is also an important facet of this course.

This course is intended to provide candidates with an overall conceptual understanding of multiple perspectives on diversity in today's educational settings. Additionally, candidates are expected to take that understanding and apply it to their classroom settings in ways that provide more inclusive techniques for students placed in their charge. A broader understanding of the community in which the candidates teach is also an important facet of this course.

This course provides a number of suggested methods to help teachers who do not have a background in reading comprehension strategies, to help their students better understand content area reading materials. Special attention is given to students who do not speak English as their primary language.

This course is designed to assist middle and high school mathematics teachers in designing and implementing effective mathematic lessons that engage students in higher order thinking skills. The course is designed to provide practical guidance for utilizing concepts of brain research and multiple intelligences in the teaching of mathematics.

This course is designed to offer practical guidance and a rationale for using the Internet in the classroom. A variety of research-based instructional models are introduced to help teachers make effective use of the Internet in their own classrooms.

Teachers are shown how to design, adapt, and/or modify curriculum, instruction, and assessment in order to maximize learning for students with special needs, even if those students have not been legally identified as having a specific disability. Effective collaboration skills are also taught as a way of supporting special needs students in inclusive classrooms. Not open to students with credit in EDS-500 or EDU-555.

This course is designed to provide school leaders and teachers with the skills necessary to analyze student and school-wide data and to implement research-based strategies that increase student achievement. Topics include the identification and analysis of areas of need related to student learning, selection and implementation of appropriate research-based strategies to improve student achievement, and monitoring of student learning. In addition, the importance of collegial relationships, team learning, and collaborative inquiry in data analysis, school improvement planning, and decision-making are explored.

This course equips experienced and beginning educators with current, research-validated concepts and strategies for orchestrating classroom life in a way that enables all students to maximize their learning potential. Specific strategies are provided in the following areas: the physical environment, rules and routines, flow of instruction, reinforcements for desired student behaviors, a hierarchy of consequences for minor to major student misbehaviors, parent involvement, and teacher resilience. Not open to students with credit in EDU-538.

This course will examine major current research findings as they relate to a specific content curriculum and secondary school students. Special emphasis will be placed on the practical applications of this research with respect to the selection and implementation of learner appropriate curriculum content and instructional strategies in a class of diverse students. A theory to application project and an appropriate full school term practicum experience are major course requirements. Prerequisites are EDU-571 and EDU-574.

This course provides educators the opportunity to analyze cogent trends and issues facing P-12 teacher leaders and school administrators. The course is taught in a seminar format. Emphasis is given to the role of educators as world changers who examine the art and science of teaching through the conceptual lens of character, scholarship, and leadership.

The exploration of instructional theory and practices as related to specific content areas of instruction as well as the development of thematic units are key elements of this series of courses. Emphasis is placed on instructional skill development and the design of quality instruction for all students including the gifted and talented, those with exceptionalities, and those from other cultures and languages.

The exploration of instructional theory and practices as related to specific content areas of instruction as well as the development of thematic units are key elements of this series of courses. Emphasis is placed on instructional skill development and the design of quality instruction for all students including the gifted and talented, those with exceptionalities, and those from other cultures and languages.

The exploration of instructional theory and practices as related to specific content areas of instruction as well as the development of thematic units are key elements of this series of courses. Emphasis is placed on instructional skill development and the design of quality instruction for all students including the gifted and talented, those with exceptionalities, and those from other cultures and languages.

The exploration of instructional theory and practices as related to health instruction, learner content theory and practice, as well as the development of thematic units in the content area are key elements of this course. Emphasis is placed on instructional skill development; the design of quality instruction for all students including the gifted and talented, those with exceptionalities, and those from other cultures and languages; and the teaching of study skills necessary for secondary students' success in learning the health curriculum.

The exploration of instructional theory and practices as related to specific content areas of instruction as well as the development of thematic units are key elements of this series of courses. Emphasis is placed on instructional skill development and the design of quality instruction for all students including the gifted and talented, those with exceptionalities, and those from other cultures and languages.

The exploration of instructional theory and practices as related to specific content areas of instruction as well as the development of thematic units are key elements of this series of courses. Emphasis is placed on instructional skill development and the design of quality instruction for all students including the gifted and talented, those with exceptionalities, and those from other cultures and languages.

The exploration of instructional theory and practices as related to specific content areas of instruction as well as the development of thematic units are key elements of this series of courses. Emphasis is placed on instructional skill development and the design of quality instruction for all students including the gifted and talented, those with exceptionalities, and those from other cultures and languages.

The exploration of instructional theory and practices as related to specific content areas of instruction as well as the development of thematic units are key elements of this series of courses. Emphasis is placed on instructional skill development and the design of quality instruction for all students including the gifted and talented, those with exceptionalities, and those from other cultures and languages.

The exploration of instructional theory and practices as related to specific content areas of instruction as well as the development of thematic units are key elements of this series of courses. Emphasis is placed on instructional skill development and the design of quality instruction for all students including the gifted and talented, those with exceptionalities, and those from other cultures and languages.

The exploration of instructional theory and practices as related to specific content areas of instruction as well as the development of thematic units are key elements of this series of courses. Emphasis is placed on instructional skill development and the design of quality instruction for all students including the gifted and talented, those with exceptionalities, and those from other cultures and languages.

The exploration of instructional theory and practices as related to specific content areas of instruction as well as the development of thematic units are key elements of this series of courses. Emphasis is placed on instructional skill development and the design of quality instruction for all students including the gifted and talented, those with exceptionalities, and those from other cultures and languages.