This course is designed primarily for secondary school teachers. Among the areas considered are the psychology of teaching, learning theories, memory, development, intelligence, creativity, individual differences, motivation, and classroom management.
This course is designed to enable students to develop their Foundations Block portfolio, which is a requirement for admission to Professional Education.
A developmental study of the child from conception to the onset of puberty, including physical, psychosocial and cognitive growth.
The focus of this course is the study of human development and change throughout the entire lifespan from psychological, sociological, and biological perspectives.
This course explores how various U.S. institutions construct "youth" as a social category, how those constructions are primarily interlocked with race and ethnicity, and how those constructions subsequently shape youth cultures in multi-faceted, intersectional cultural contexts such as music, gaming, sports, and media.
This course is designed to prepare students to understand and teach in school settings with diverse populations. Attention will be directed to major educational issues, the experiences of students from diverse backgrounds, and the role of the teacher in a pluralistic society.
This course introduces students to critical issues and policies that influence urban schools, and by extension American society. It provides a deeper understanding of paradoxes and promises we collectively face in making American schools truly equitable institutions, particularly for marginalized communities of color. Trips to regional cities are an enhanced feature of the course and are covered by course fees.
This course uses the city as a laboratory to explore major course themes such as intersectionality, youth, power, and cultural relevance. In addition to academic coursework, the course gives students the invaluable opportunity to learn about, learn from, and work with diverse communities in the region through a hands-on, 50 hour fieldwork component. Transportation/additional trips are included via associated fees.
An in-depth examination of a single current topic of interest to preservice teachers seeking licensure in Early Childhood through Grade 12. Topics will vary from semester to semester, and may include, for example, discussions of national curriculum standards for school subjects, assessment issues, intervention, etc.
A study of principles and techniques used to evaluate pupil progress in physical education through a survey of available testing instruments and the use of elementary statistics.
This class is designed for special education, communicative disorders, and elementary education majors. It includes testing, measurement, and evaluation of student progress in multiple contexts. Teacher testing, assessment, and decision making in the school environments are emphasized as well as examining traditional and performance assessment strategies. Basic statistical procedures, the use and interpretation of standardized tests, appropriate use of non-testing techniques are covered as well as various grading and reporting systems.
This class is designed for special education, communicative disorders and secondary education majors. It includes testing , measurement, and evaluation of student progress in multiple contexts and subject areas. Teacher testing, assessment, and decision making in the school environments are emphasized as well as examining traditional and performance assessment strategies. Basic statistical procedures, the use and interpretation of standardized tests, appropriate use of non-testing techniques are covered as well as various grading and reporting systems specific to the secondary school setting.
Designed to give students an opportunity to discuss the various theoretical approaches to handling disruptive behavior in the classroom and to apply these approaches to actual problem situations. Emphasis will also be placed on the prevention of behavior problems through the development of effective classroom procedures. Recommended for all Education majors.
Adolescent Development acquaints students with the major theories related to adolescent development and helps students interpret the theories in ways which are meaningful in understanding and working with adolescents. Focus is on the changes of adolescence with special attention given to the biological, cognitive, social and emotional systems.
This course is designed to help educators comprehend and apply the fundamental psychological principles underlying the teacher-learning process. Among the areas considered are motivation, classroom management, instructional applications, individual differences and creativity.
This course is designed for students at the senior or graduate level who find it necessary to be an educated consumer of statistical information. This is designed to be a first course on this topic. Major areas of study include gathering/organizing data, probability, inferential techniques (t-test, ANOVA, follow-up tests, correlation, and repression), non-parametric techniques (chi-square test), and single subject designs.
This course is designed to train school personnel in the selection of published assessments and the creation of classroom-level assessment methods appropriate for making instructional decisions at a individual and classroom level. Emphasis will be placed on understanding core content area standards, formative assessment practices in content areas, developing valid pupil grading procedures, and ethical assessment methods, all with a focus on informing instruction.
Variable topics. Group activity oriented presentations emphasizing 'hands on' and participatory instructional techniques. Repeatable for a maximum of 9 credits in major/degree.
Variable topics. Faculty-led courses abroad.
Studies designed to increase the student's understanding of an area of library media by reading and travel under the direction of a member of the department. Area of concentration to be approved by the chairperson of the department. Repeatable.
Variable topics. Group activity. Not offered regularly in the curriculum but offered on topics selected on the basis of timeliness, need, and interest, and generally in the format of regularly scheduled Catalog offerings. Repeatable for a maximum of 9 credits in major/degree.
Study of a selected topic or topics under the direction of a faculty member. Repeatable.