|
Art Education
AE 700 Independent Study in Art Education
This course involves the research and study of topics that are of special interest or concern as initiated by the individual student (e.g., early childhood education and the development of creativity, integration of art and science/social studies, development of multicultural programs). May include preliminary research for the development of a thesis. 3 credits
AE 702 Current Issues in Art Education
Students will examine and discuss of current issues in Art Education and their treatment in traditional approaches. The students will analyze the national standards in art education, national teaching standards in art education, state and local issues in Art as a foundation for research contact, instructional design, production and presentation as well as advocacy. Attention will be given to the richness of cultural diversity and the role of technology. 3 credits
AE 703 Creativity
This instructional strand is designed for teachers as a base for researching and analyzing the nature, definition, and implementation of creativity in the classroom. This foundational course serves as a link between production, art history, and aesthetics based on creative problem solving. Further understanding of creativity as empowering others (basic leadership element) by challenging them to break traditionally imposed boundaries. 3 credits
AE 704 Advanced Curriculum Development
Students will develop curricula rooted in current concepts and skills promoted in art education with application to the needs and abilities of the full range of K-12 students who may be involved in an art program: gifted, educationally, emotionally, physically challenged, culturally diverse. 3 credits
AE 705 Computer Application for Art Educators
This course will acquaint students with vector based and pixel based software and their applications to the art classroom in grades K-12. It will also allow students to explore the art resources available on the Internet. 3 credits
AE 706 Research in Art/Museum Education
This course provides an overview and in-depth review of past and current research in art and museum education that includes social, ethnographic, multi-cultural and cross-cultural studies, descriptive and observation studies, behavioral and psychological studies, and historical studies. 3 credits
AE 707 Internship: Museum/Alternative Education Sites
The internship allows the student to integrate theory with practice through the development, execution and evaluation of programming for diverse audiences and the development of expertise in a number of exhibit areas. The experience will take place in a museum or alternative education site. This full semester experience takes place under the supervision of a site monitor and university faculty. 3 credits
AE 711 Museum/Alternate Education
and the Development of Educational Programs
Students will investigate and assess current issues and trends in developing educational programs for diverse audiences in museums and alternative educational learning sites. Guest lecturers from the field and visits to museum/learning sites that include methods of interpreting artifacts and collections and observations of teaching are integral to the course. Students will develop a curriculum unit that meets the analyzed instructional needs of a local museum or alternative learning site and responsive activities and experiences of the participants. Prerequisite: Overview of Museum Education. 3 credits
AE 715 Graduate Thesis/Project
Working under the guidance of art education faculty, students will complete their graduate thesis as either an academic thesis that includes original research or as a curriculum project intended for use as a pedagogical tool.
Project: Students will design and complete a project or materials that contribute to the understanding and practice of early childhood education. The finished project will Include a rationale, methodology, and literature review. Completed under the guidance of a project director according to the guidelines established by the division. 4-6 credits
Early Intervention
EI 701 Strategies for Early Intervention
An overview of the laws that relate to services for children with disabilities and appropriate strategies for providing those services to children and their families. Focus is on children from birth to eight years in various settings: home, school, Head Start, childcare, and early intervention programs. Intervention strategies address topics such as developing individualized plans for children and families, adapting program structure and content, managing behavioral difficulties, using a team approach, specific strategies for inclusion, and various support services available to families and children. 3 credits
EI 703 Transdisciplinary Approaches to Early Intervention
An examination of various disabilities and the types of intervention required using a team approach. The roles of physical therapists, occupational therapists, speech pathologists, social workers, developmental specialists, and others who work with families and children with disabilities are explored. Information from each of the disciplines is provided along with ways to foster communication and specific strategies for intervention across disciplines. Students learn a variety of assessment methods and become familiar with assessment strategies that are appropriate for children with various disabilities. 3 credits
EI 705 Building Relationships with Families
An in-depth course on working with families that builds on information presented in other early childhood courses. This course specifically identifies ways to assist families in their roles as team members while developing individual plans for children with disabilities. Topics such as advocacy, communication, family systems, diversity, and family involvement are addressed. 3 credits
EI 707 Early Intervention Internship
A hands-on experience working with children from birth to age eight in an inclusive setting. Two options are available for this experience. One is for the intern to become an integral part of a transdisciplinary team in an inclusive classroom setting for one day per week. The intern may focus on one particular child and family to develop case material, but the emphasis is on refining classroom strategies that support full inclusion. The second option is for the intern to partner with a family who has a child with a disability and assist the family on a weekly basis. Responsibilities include shadowing the parents and learning more about the day-to-day family activities. As the semester progresses, the intern takes on a more active role in assisting the child and family. Activities might include daily living activities (dressing, eating, sharing family time), visits to an occupational, physical, or speech therapist, medical visits, or accompanying the family on outings. 3 credits
EI 708/ED 708 Understanding Children with Special Needs
Study of the numerous areas of exceptionality which are of a physical, mental, or socialemotional nature. This includes understanding the range of causes, varying definitions, and degrees of pathology, prevention, education, and general treatment. Possible overlapping of clinical symptomatology is stressed. Related topics include parental adjustment and reactions to exceptionality, peer relations, teacher attitudes, and approaches to the child. Examination of the requirements and implications of Public Law 94-142 and Public Law 99-457 are included. Prerequisites: ED 704, ED 710 and ED 711. 3 credits
EI 710/ED 710 Child Development: Birth-8 Years
Advanced study of the mental, social, emotional, moral, and physical development that occurs at a rapid and critical rate from birth to five years. The learner becomes familiar with the normative descriptive research relative to these aspects of child development and with theories and principles of human development that pertain to the early years of the child. Educators have the opportunity to deepen their understanding of the subtle, interactive nature of these facets of development and to study the role of adults who actively and passively participate in this developmental process. 3 credits
EI 711 Programming for Infants and Toddlers
An overview of infant/toddler development and the appropriate practices for programs that serve children from birth to age three. Topics include optimal settings for infants and toddlers, the importance of attachment and the role of the adult, environmental design and appropriate experiences and activities. 3 credits
Elementary Education
EL 504 Primary Student Teaching
Student teachers are placed in a primary setting (grade K-3) for seven to 16 weeks, depending on individual circumstances. The mentor teacher at the elementary school oversees the daily experiences of the student teachers. The University mentor meets with the mentor teacher to discuss the direction of the student teaching experiences and the progress of the individual student teacher. The University mentor holds bi-weekly seminars at the University. The seminar is designed as an on-going dialogue focusing on various aspects of the student teaching experience and the various responsibilities associated with this experience. Seminar topics may include: lessons and unit planning, classroom organization and management, teaching strategies, evaluation processes, communication skills, writing resumes, certification requirements, job interviews, and preparation of a portfolio. Required for prospective teachers only. 3 credits
EL 507 Intermediate Student Teaching
Student teachers are placed in an intermediate setting (grades 4-6) for seven to 16 weeks, depending on individual circumstances. The mentor teacher at the elementary school oversees the daily experiences on individual circumstances. The University mentor meets with the mentor teacher to discuss the direction of the student teaching experiences and the progress of the individual student teacher. The University mentor holds biweekly seminars at the college. The seminar is designed as an on-going dialogue focusing on various aspects of the student teaching experience and the various responsibilities associated with this experience. Seminar topics may include: lessons and unit planning, classroom organization and management, teaching strategies, evaluation processes, communication skills, writing resumes, certification requirements, job interviews and preparation of a portfolio. Required for prospective teachers only. 3 credits
EL 721 Reading and Language Arts Instruction
A study of current research of reading methodology in elementary education. It focuses on an approach that integrates the language arts (speaking, listening, reading, and writing) in the total curriculum in which literature is at the core and children are actively involved in thinking and communicating. Literacy needs in the 21st century have elevated the challenges a teacher of language arts faces. Current issues that will be studied include the integrated, literature-based approach to language arts, children with diversity in the multicultural, inclusive classroom, the importance of social interaction in the early language development of children, the use of children’s literature, the connection between oral language and critical thinking, the meaning of a balanced literature-based program, and the processes of reading and writing. 3 credits
EL 722 Elementary Teaching Methods: Math & Science
An overview of current research in the teaching of science and mathematics. Learners will review exemplary math and science curriculum materials and will design math and science experiences that are standards-based and that use inquiry and experiential learning. During the class, participants will develop skills to become instructional leaders in math, science, and technology and will demonstrate their ability to become change agents in their schools. A final project will provide evidence of competence in science and math education content and in the use of instructional technology. 3 credits
EL 723 Elementary Teaching Methods: Social Studies and Integrated Curriculum
Students will gain knowledge of ways to integrate social studies across the curriculum. Learners will create a framework for learning units and/or projects that are studentcentered investigations into historical events and the current social environment in which they live. A multicultural perspective will help participants develop cultural competence and an appreciation for the diverse learning environments in which they teach. A focus on current research and practice in urban education will prepare teachers to become leaders in urban education and school reform. 3 credits
EL 724 Special Topics on Inclusion in Elementary Education
The idea of inclusion is not only a government mandate but also a principled philosophy of refl ective and effective teaching. This course is based on this assumption. This course will focus on elementary classroom students with diverse abilities in an inclusive elementary classroom. The course will deal with related skills, knowledge, and dispositions for the preservice teacher. Also, various common disabilities will be examined. Students will identify children with diverse abilities with reference to cognitive, social, emotional, and motor development in order to identify their learning needs. Students will examine assessment methods that lead to educational planning. Focus will be on the student with a learning disability. Emphasis will be on working in a collaborative way to serve students with diverse abilities in an inclusive elementary classroom. 3 credits
EL 729 Aesthetics as Learning
An overview of aesthetics as a learning experience, the students will describe aesthetics and the value of beauty in life. Students will describe ways that learning is promoted through the visual arts, creative writing, dramatic play, music, and movement. The students will examine a developmental approach to the art forms. Building upon an understanding of the principles of child development, students will develop an understanding of the ways aesthetics will facilitate learning and creativity. The art forms will be a route to facilitating the young child’s growth and development cognitively, socially, emotionally, physically, and in language development. Aesthetics is another way of knowing. Students will learn to apply concepts to practice in working with typical young children with a range of individual differences, as well as to children with developmental delays and special needs. Written and orally presented case studies and weekly reading and writings are required. 3 credits
Educational Leadership
LE 701 Philosophy and Ethics of Leadership
Exploration of the application of the traditional philosophies to education and to the student’s professional development. The renewed national interest in ethical behavior in all professions provides a major topic for discussion. Case study method is integrated into this course. 3 credits
LE 710/LE 711 Practicum
Designed to give the student experience in the field, under the supervision of site personnel and university faculty. Although each practicum is planned cooperatively by all those involved, it is the goal of the University to involve the student in a wide range of administrative activities. LE 710 is a requisite for LE 711. 3 credits each
LE 720 School Finance
Finance issues related to school and district budgets, including history of financing education, taxation, state and federal funding, creating a budget, budget administration, and strategic planning will be examined in this course. 3 credits
Secondary Education
SE 509 Student Teaching in Secondary Education
Sixteen weeks of full-time teaching experience in a middle or high school setting under the direct supervision of a cooperating teacher and University supervisor. After a brief observation period, the student teacher is expected to demonstrate competency in planning, facilitating, and assessing learning activities. The student teacher gradually assumes full classroom responsibilities. Students may teach in more than one content area. Verification of competence is determined jointly by the cooperating teacher and University supervisor. Student teachers are required to attend University seminar meetings throughout the semester. Prerequisites: Completion of professional sequence requirements and a minimum G.P.A. of 3.0. 6 credits Note: No other course may be taken while a student is registered for SE 509 without special permission from the Director of Secondary Education.
SE 708 Strategies for Diverse Learners in the Secondary Classroom
An introduction to the field of special education and the issues of including students with diverse learning needs in the secondary classroom. Primary focus will be on developing effective approaches for students with special needs and understanding issues of inclusion in the secondary setting. An additional focus is on facility with concepts like universal design for learning and instruction and differentiated instruction. The goal is that students become educated consumers of the intersection of the special education knowledge base and the secondary education content, knowledge, and pedagogy. For this purpose, the prevailing as well as alternative perspectives on topics will be reviewed. In addition, cultural diversity and social justice will be emphasized throughout the course. 3 credits
SE 711 Content Area Literacy
An introduction to methods for teaching reading and writing in the secondary content areas. Students are immersed in critical thinking concepts and strategies that enable them to identify and analyze the structure of their discipline. They incorporate knowledge of their particular discipline and what research has documented about reading and literacy theories in order to understand the role of reading and writing within that discipline. The focus is content literacy. Central to this course is the idea of using writing as a means of coming to know. 3 credits
SE 750 Secondary Curriculum and Methods
The purpose of Secondary Education Curriculum and Methods is to prepare students to teach adolescent learners. This course involves elements of theory, refl ection, workshop, and field experiences. It is theoretically informed so that students have an understanding of theoretical positions that drive classroom practice. It is refl ective in order to involve students in consistent, formal refl ection about the course readings, their own experiences as learners, and their experiences in the course itself. It incorporates workshop opportunities in which students participate in activities they are being taught to teach, and it is experience-based in an effort to deliberately link theory and practice through field experiences. 3 credits
Special Education
SPED 701 Assessment for Individuals with Disabilities
Examination of the theories and practices of both formal and informal assessment strategies used with children and youth, especially those utilized with students with disabilities or those suspected of having disabling conditions. A strong emphasis will be placed on linking assessment with planning for instruction and individual education plans and the strong relationship between teaching and assessment. Issues surrounding appropriate assessment for children from culturally and linguistically diverse backgrounds will be addressed. 3 credits
SPED 702 Positive Behavior Supports
Provides special education teacher candidates with strategies so that they may manage classroom behavior effectively. Students will be presented with the rationale, legal foundations, and methodology supporting positive behavior interventions and strategies, functional behavior assessment, and behavior intervention plans. Discussion will include violence and bullying behavior in schools and how teachers can address the antecedent behaviors and consequences, as well discipline issues for students with disabilities. 3 credits
SPED 704 Transitions for Individuals with Disabilities
Transition points may be more challenging for individuals with disabilities and their families. This course is designed to prepare special education teacher candidates to assist students and their families as they navigate transition points such as moving from preschool to school, and from secondary settings to work or post secondary education. The issues include learning to interact with school officials in moving from preschool and early intervention programs. A key focus will be on the vocational choices, training, and education available to young adults with disabilities and the major societal challenges that face young adults as they make the transition into adulthood. There is also a focus on the different legal requirements between the Individuals with Disabilities Education Act and the Americans with Disabilities Act. Teacher candidates will understand and develop individual transition plans. The field component of this course will involve visits to sites that prepare individuals with disabilities to enter the post-school environment. 3 credits
SPED 705 Meeting the Learning Needs of Students with Mild/Moderate Disabilities
Prepares special education teacher candidates to teach children with mild to moderate learning problems. The curriculum focuses on the special educator’s role in the continuum of classroom settings and the teaching methods utilized with this population. Teacher candidates explore the conceptual frameworks required by teachers as they identify student ability levels and learning styles and plan for appropriate instruction for all learners. Adaptation of existing educational materials and curriculum are often required to implement a successful program. Universal design for learning and instruction is an integral part of this course. A variety of assistive technologies to aid student learning will be presented. Practice opportunities will be provided through field observations and video and Web-based case studies. 3 credits
SPED 706 Meeting the Learning Needs of Students with Severe/Profound Disabilities
Prepares special education teacher candidates to teach children and adolescents with severe and profound disabilities. The course will focus on assessment and program design issues and strategies that inform effective practice with children who have severe and profound disabilities. Specific interventions designed to enhance communication, self-help skills, self determination, functional academics, and skills of daily living will be addressed. There will be several field trips within the context of this course arranged by the instructor and designed to give students an opportunity to observe students with severe and profound disabilities in best practice settings. 3 credits
SPED 712 Foundations of Special Education
An introduction to the field of special education. Included among the topics addressed are the history of special education and its legal and legislative foundation. A focus on the nature and causes of disabilities will give students an overview of the needs of exceptional children. The entire range of disabilities requiring special education intervention will be addressed. This includes children with hearing losses, visual problems, speech disorders, attention deficit, traumatic brain injury, autism, emotional-social disorders, mental retardation, learning disabilities, and giftedness. Current trends will focus on minority representation, inclusion, and standards. Lastly, definitions, prevalence, causes, assessment, characteristics, and educational considerations for several exceptionalities will be reviewed. This course is designed to nurture in students a critical stance towards research, theory and practice. The goal is that students become educated consumers of the special education knowledge base. For this purpose, the prevailing as well as alternative perspectives on topics will be reviewed. In addition, cultural diversity and social justice will be emphasized throughout the course. 3 credits
|
