These descriptions provide a general overview of core courses. Courses are specialized for each licensure area.
EDE, EDM, EDA, EDS 500
Foundations of Education (3)
This course encompasses a critical, reflective inquiry into the philosophical, historical, and sociological theories that affect practice within the socio-cultural milieu of educational institutions.
Critical pedagogy, constructivist theory, progressivism, interaction theory and labeling theory are key theoretical perspectives which underlie study in the course.
EDA 509
Content Area Studies (3)
Adolescent to Young Adult and Multi-Age students bring their content area knowledge to a greater degree of sophistication as they continue to increase their depth of content area knowledge and to explore literature and standards from the learned organizations which inform that discipline.
Their increasing expertise is demonstrated as they write lessons and the curriculum units they will also teach.
Along with content area knowledge, emphases include purpose, pedagogy, success, planning, and materials.
EDE, EDM, EDA, EDS 501
Graduate Skills (2)
This course encompasses the academic and technological skills needed for success in graduate study and for the pre K - 12 teacher.
The student will learn to create a web page, PowerPoint presentations, desk top publishing, and electronic grade book preparation.
Students will also learn to maximize their use of library resources and to refine their academic writing skills.
EDE, EDM, EDA, EDS 510
Introduction to Human Development and Learning (2)
Designed to introduce graduate students to the theoretical framework of learning, this course provides a foundation of learning and development theory for all licensure areas.
EDE, EDM, EDA, EDS 511/512/513
Advanced Studies in Development and Learning (3)
This course provides both theoretical background and substantive field experience.
Students apply their knowledge of developmental influences and stages through actual work with students on a daily basis.
Designed with emphasis on the appropriate range of age groups, a comprehensive study of a student becomes the cornerstone of the course and becomes the vehicle through which theory and practice are explored.
EDE, EDM, EDS 520
Systematic Phonics in the Integrated Language Arts (3)
This course addresses the nature and role of systematic phonics and phonemic awareness both in isolation and within meaning-centered reading and writing processes.
Current research regarding phonics instruction will be explored, the integration of phonics into the language arts program, and strategies and materials for applying theoretical perspectives in teaching practice will be included.
EDE, EDM, EDS 521/522
Reading and Assessment (3)
Application of current philosophies and practices in the teaching of reading with emphasis on the individuality of the reader and his/her needs and on the integration of reading, writing, and the language arts.
Age appropriate instruction, strategies and study skills in content areas will be explored.
This course applies developmentally appropriate strategies for assessing students through observation, interaction, and informal analysis.
EDE 523
Balanced Literacy (3)
This course will focus on the application of current philosophies and practices in the teaching of reading with emphasis on the integration of reading, writing, and the language arts.
Attention will be given to issues of language and language acquisition, word attack skills, vocabulary development, levels of comprehension, critical and creative reading, and reading and writing across the curriculum.
Students will be exposed to trade books, literature based basal texts and expository materials.
Diagnostic and assessment procedures will be applied and methods for observation, reporting of progress and intervention strategies will be introduced.
EDA, EDS 524
Reading in the Content Area(3)
Designed especially for Adolescent to Young Adult and Multi-Age licensure apprentices, this course introduces reading theory with specific emphasis on strategies to use in reading in the content area.
EDE, EDM, EDS 525
Reading Literature in an Integrated Curriculum (3)
This course encompasses a survey of literature for children and young adults, covering a variety of literary genres.
Special attention to criteria and procedures for teacher selection of literature will support a complex, literature-based curriculum.
EDE, EDM, EDA, EDS 527
Addressing the Diverse Learner (2)
This course orients apprentices to the range of diversity among learners.
Diversities studied include cultural, linguistic, learning disabilities, special education, and various exceptionalities.
Apprentices learn to create and modify environments and experiences to meet the individual needs of all children, including children with disabilities, developmental delays, and specific abilities.
EDE, EDM, EDS 530/531/533
Curriculum, Materials, and Methods Block Early Childhood and Middle Childhood (9)
The methods-curriculum block begins with an introduction to models of teaching followed with a clinical practicum.
As the graduate apprentices initiate practice models of instruction in their classroom placements, a survey of curriculum theory and design guides beginning lesson and theme planning.
The courses progress with in-depth study of content areas within an integrated, theme-based curriculum, and the teaching of a theme or unit apprentices have designed and written.
Special methods, peer observation, video-tape analysis, and conferencing are features of this series.
EDA 540/541/543
Curriculum, Materials, and Methods Block Adolescent to Young Adult and Multi-Age (9)
During this sequence of courses which spans the school year, apprentices participate in at least two, and typically three grade level placements including public, private, urban and suburban settings.
Apprentices work extensively in classrooms with thematic and subject integrated curriculum designs, and are assigned to a curriculum mentor team representing the subject in which licensure is sought.
A variety of instructional strategies are used to incorporate differing student approaches to learning.
Instructional strategies for developing critical thinking, problem solving, and performance skills are practiced.
Planning and management of instruction is strongly guided by knowledge of the content areas to be taught.
EDA 545
Integrated Methods for the Content Area (3)
This methods course specifically emphasizes the methods inherent in teaching one's content area in grades seven through twelve.
Apprentices build on their previous understanding of the tools of inquiry, principles of procedure, and methods of teaching the subject.
They come to understand how goals and topics span a year-long curriculum and how to integrate short-term objectives within topical, integrated units.
They apply this knowledge in lesson plans, clinical teaching and miniunits.
For their student teaching, they plan an extensive unit, following national, state, and school guidelines.
The use of methods specific to their subject area is required.
EDE, EDM, EDA, EDS 550/551
Professional Development Seminar (6)
Three philosophical themes are woven through this year-long seminar: purpose of schooling, pedagogy, and success.
Throughout the year, as apprentices observe, practice, and reflect, they do so within the context of exploring the content and meaning of curriculum, of how learning goals are achieved, and with a commitment to the success of every student. Individual advisement is a critical component of the seminar and serves as a vehicle for professional growth.
Resume writing, job placement, urban and public school experience, the state mandated PRAXIS test, and the comprehensive exam are included components.
EDE, EDM, EDA, EDS 560/563/565
Teaching Internship (6)
This practicum represents a fifteen week intensive of student teaching.
Each apprentice plans and teaches a comprehensive unit or theme and assumes full teacher responsibility within the school culture.
Advising, conferences with several mentors, particularly the cooperating teacher, is critical to the success of the internship.
Teaching during the intensive builds from practice to cycles of full responsibility and team teaching throughout the semester.
